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I UNITED STATES OF AMERICA. | 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/report01illi 



THIRD BIENNIAL REPORT 



OF THE 



TRUSTEES 



OF THE 



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SOUTHERN ILLINOIS NORMAL UNIVERSITY, 









CARBON DALE, JACKSON COO^tWps'^. 



MADE OCTOBER 1, 1878, 



TO HIS EXCELLENCY, THE GOVERNOR OF ILLINOIS, 



1877 A.3^nD 1878. 



SPRINGFIELD: 

Weber, Magie & Co. , Printers fob the State . 

1878. 



REPORT OF THE TRUSTEES. 



Southern- Illinois Normal Uxiversity, ) 
Carbondale, 111., Oct. 14, 1878. ( 

To His Excellency^ Shelby M. Oullom, Goveriior: 

Sir: As required by law, the Trustees of the Southern Illinois 
Normal University have the honor to submit to you their third bi- 
ennial report. As a supplementary part, they herewith transmit copies 
of the annual catalogues for the years 187(3-7 and 1877-8; and also 
copies of the principal's reports for the same years. We beg that 
these documents may be considered as accompanying and supplying 
deficiencies in this report. These show a substantial progress in all 
directions, and they certainly encourage, if they do not assure, the 
hope that this institution has passed to a state of well grounded and 
permanent prosperity. They at least reveal the fact that it is appre- 
ciated and flatteringly patronized by the people of this section of the 
state, which has heretofore so little shared in the bounties which the 
legislature has liberally bestowed on other localities. 

The following persons compose the faculty of instruction and gov- 
ernmfent, and their respective departments and salaries are annexed, 
viz : 

ROBERT ALLYN, Principal Mental Science, Logic and Theoretical Pagogics.... $ 3.150 00 

CVRUS THOMAS, Natural History, (now paid by the United States) 

CHARLES W. JEROME, Languages and Literature and Registrar 1, 800 00 

JOHN HULL, Higher Mathematics and Practical Pedagogics 1, 800 00 

DANIEL B. PARKINSON, Natural Philosophy and Chemistry 1,500 00 

JAMES H . BROWNLEE, Elocution and English Literature ...".. 1, 500 00 

GRANVILLE F. FOSTER, History, Geography and Physiology ■ 1, 500 00 

ALDEN C HILLMAN, Arithmetic and Astronomy 1,500 00 

MARTHA BUCK, Grammar and Book-Keeping 800 00 

HELEN M. NASH, Dra\ylng and Writing 700 00 

GEORGE H. FRENCH, Curator 1,000 00 

THOS. J. SPENCER, Brevet Captain U. S. A., Instructor of Military Tactics, 

(paid by the United States) 

RICHARD TURNEY, Janitor , 660 00 

The principal, in addition to his public duties, gives instruction in 
three classes; Professor Jerome acts as registrar and collects the tui- 
tion and other fees, and keeps the general accounts of the University. 

We, have, as is shown above, added a department of military in- 
struction and practice, and the secretary of war has detailed Brevet 
Captain Thos. J. Spencer, of the 10th U. S. cavalry, to act as profes- 
sor, without cost to the state. The department has been organized 
and promises to be a useful addition to the school, and a valuable 
means of promoting the interests of our section of the state. 



4 

Tt .affords lis ij^roat pleasure to be able to testify to tlie ability of the 
faculty and to tlieir zeal in their work, and to the energy and emi- 
nent suceesf-i which has crowned theii" labors. Thv increasing numbers of 
students, and the diligence with which they devote themselves to 
study, commend their instructors and prove that they have not labored 
in vain. 

We have fre(pieiitly visited the classes and recitations, and the stu- 
dents in their study-hall, and ha^e foui)d uniform good order and a 
commendable degree of enthusiasm in the school duties. 

The total number of students in the departments have been as fol- 
lows, viz: 

During: the year 187tj-7 , 340 

" " 1877-8 408 

Increase 68 

The numbers counted by terms, 1876-7 648 

" " " " " 1877-S 776 

Increase .- 138 

The individual students have numbered in all the departments to 
date, 1,081. 

It is often a.sked: Who patronizes normal schools? We have in- 
structed the faculty from the first to keep a record of the callings of 
the fathers of our students, and it has been carefully done. A refer- 
ence to the principal's annual report for 1877-8 gives this information 
in case of the 978 enrolled up to June, 1878. Of the 10.3 who have 
entered since, the parentage is as follows, viz: Farmers 55, mer- 
chants 18, physicians 5, carpenters 2, lawyers 2, millers 2, traders 2, 
agents 4, mechanics 2, fruit-growers 3, civil officers 3, jeweler 1, manu- 
facturer 1, blacksmith 1, bankers 2. This, as the previous enumeration 
did, shows that the children of the great middle class compose by fai- the 
larger part of our pupils. 

Another question is perhaps as frequently asked, and deserves quite 
as frank and explicit an answer. Do the students of the Normal 
University teach school after they are educated? It is not to be for- 
gotten that we> have as yet graduated only twenty-two. The body of 
our pupils stay with us only a short time. They do not as yet find the 
pressure of public opinion urging them to the end of a course of 
study. ' Neitiier is there a large body of graduates ahead of 
them attracting them forward into their "guild." They remain on 
an average a few days less than a year, while four years are necessary 
for graduation. So we must not measure our influence nor our use- 
fulness by our number of graduates. Yet of these, three paid tuition 
and gave no pledges. One is still pursuing study in our past graduate 
course with the determination of making a more thorough preparation 
for a life of teaching. All others are in schools or have fully re- 
deemed their pledges. 

Respecting the class Avhich we may designate as short time students, 
we have also made diligent inquiry. Their pledge is to teach at 
least as long as they remained in the University. The results of 
our investigations are that 511 have been employed as teachers for 
longer or shorter terms in schools of the state. We have been able 
to learn of only seven young men and fourteen young women who 
are, in form even, delinquent; and of the women it should _be said 
that ten of them were immediately called to what is justly deemed a 



6 

higher sphere of the department — domestic education. Among the 263 
students in the institution during the last spring term, it is reckoned 
that at least 125 are now engaged in teaching. 

Inquiries have also been made to ascertain how our students succeed. 
While every account is by no means satisfactory, or eminently favor- 
able to the one reported, by far the greater niimber are represented 
as having done school work better than the average of teachers — a 
fact highly gratifying to us, and creditable to the University. 

The general assembly, by an act approved May 25, 1877, appro- 
priated a sum not exceeding |1 8,000 to remove the old hot air 
furnaces, and to introduce steam for the purpose of heating our 
building. The sum was ample, and revealed the temper of the legis- 
lature towards enterprises like ours, saying they shall live. A contract 
for the apparatus was made with John Davis & Co., of the city of 
Chicago, by which we were able to procure an excellent system of 
heating, and to add to our facilities for ventilating and lighting the 
rooms of the University. The total cost of the entire apparatus was 
$15,562.17, leaving in the state treasury a balance of 1)2,437.83. Noth- 
ing was included which was not an absolute necessity for the com- 
plete success of the school, and we think no intelligent person can 
examine the work done and notice it in operation, without reaching 
the conclusion that we now have the exact machinery needed, and 
obtained, too, at a cost very reasonable. We are entirel}' satisfied 
that the arrangements are economi(;ally made, and can be relied on to 
do all that will be required in heating, ventilating and illuminating 
the University. 

The bills for various items of expense in carrying on the school, as 
certified by the principal and classified under the direction of the board 
of trustees, and authorized to be paid by orders drawn by the registrar 
on the treasurer, are here presented in their classified form. The 
vouchers in duplicate are on tile in the registrar's oitice in the Univer- 
sity, and also in tlie state auditor's office at Springfield. Each year's 
expenditures and receipts are arranged by themselves, as the statute 
directs, and the year is made to commence at the time of the fiscal 
year of the state, on the first day of October and to end on the 30th 
day of September respectively. The report of the treasurer accom- 
panies this, as also that of the registrar. 

Year ^Beginning Oct. 1, 1876, Ending /Sept. 30, 1877. 



Expenditures, viz:— Salaries {$15,345 



Pi-inting- 

Trustees' expenses . 

Extra labor. 

Incidentals 

Repairs 

Fuel '. 



Total $17. 954 31 



369 00 
139 85 
75 00 
707 73 
905 36 
512 38 



Income, \iz:— From State, quarter Oct. to Dec ■$ 3,535 00 

' ' " Jan. to March . . ; .' i 3, 535 00 

April to June | 3, 535 00 



Receipts from tuition . 
Balance, Oct. 1, 1876 



July to Oct. 



Total. 



5, 073 50 

3, .504 45 

310 35 

*18,363 30 



Year Beginning Oct. 1, 1877, Ending -Sept. 30, 187S. 



Expenditures, viz :— Salaries 

Printing' 

Trustees' expenses. 

Incidentals 

Extra labor 

Repairs 

Fuel 

Museum 

Library '. . 

Apparatus 

Grading . . . : 



Total 
Income, 



$14,957 50 

320 50 

64 15 

1,665 20 

30 00 

1,316 69 

643 41 

699 69 

1,453 70 

583 33 

500 00 



$22, 233 16 



Total 



viz : — From State, quarter, Oct. to Dec . 


$ 5,072 50 

5. 072 50 

5.073 50 
5,073 50 


' ' ' ' Jan . to March 


'■' " April to June 


"■ " July to Oct 


Tuition 


3,505 GO 


Other sources 


110 00 


Grading 


500 00 


Balance, Oct. I, 1877 


408 09 








$33, 813 09 



It will be seen that an average of about |2,500 has been received 
each year from the tuition of students who do not pledge themselves 
to teach, and from a small incidental fee from those who do so make 
pledges. Two thousand dollars of the money appropriated for grading 
is not yet drawn from the State Treasury. A contract has been made 
for this work, and it is expected it will be completed before the com- 
ing of winter. Three-fourths of the appropriation made for the year 
ending June 30, 1879, remains yet unexpended. 

After a careful study of the wants of the institution, and taking into 
account the almost certain large addition of students during the next 
two years, we have estimated the amounts we shall need for each of the 
succeeding years, and we submit the items below. We do not include 
many items of expense, such as trustees' traveling expenses, the money 
to be paid for paper, ink, etc., and printing our annual catalogues, and 
some other items. The amount collected for tuition and incidental 
fees has been found heretofore almost exactly to cover such bills. 

Estimates for the Years 1878-9 ant? ] 879-80. 

Salaries as now fixed, viz : Principal $3, 150 00 

Two professors $1, 800 each 3, 600 00 

Four " 1, 500 " 6, 000 00 

One lady 800 00 

" 700 00 

Curator of museum 1,000 00 

.Janitor and assistant 810 00 

Fuel $750, repairs $1000 1, 750 00 

Library $1, 350, museum $750 .' 2, 000 00 

. Apparatus $500, grounds $450 950 00 

Shall need another teacher 1, 000 00 

Total annual requirements $31, 760 00 

In these estimates, allow us to explain : we have not made our 
figures for the purpose of allowing margins to be reduced and still 
afford us an ample sum to carry on the work of the University. A 
less amount will in many avws cripple the usefulness of the school. 
We have honestly asked exactly the least sums our judgment, after 
careful comparisons with other institutions and the wants of our own 



ffrowin? school, will justify us in asking. With smaller salaries our 
professors may live, but not as honorably as their long experience and 
labors ought to entitle them to expect, and in that case they would 
be tempted to employ their e^ergies in other directions, to increase 
their incomes, or neglect their duties. With less money for library 
and other appliances for the work, we shall not be able to give coni- 
plete instruction. If these moderate sums are allowed us by the legis- 
lature we are certain the state's interest Avill be far better promoted 
than with less, and as well as with more for the present time. 

In conclusion, we may add that there is no occasion to urge the 
importance of educating teachers for the schools of the state. For 
twenty years the people- through their representatives have liberally 
supported such a school as this. The policy appears to philanthropists 
to be wise, and it certainly seems to have been acceptable to the peo- 
ple themselves. With great confidence in their wisdom, we submit 
through you, sir, to them, these recommendations. 

Allow us, personally and officially, and also in behalf of the faculty 
of the University, to thank you for your enlightened interest in the 
cause of education in general, and in our institution in particular, as 
shown by your repeated visits and cordial acts of encouragement. 
We remain, sir, your obedient servants. 

THOS. S. RIDGWAY, 

Pres't Board of Trustees. 

James Robarts, Sec'ry.' 



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14 



REGISTRAR'S REPORT. 



Cabbondale, Ills., Sept. 30th., 1878. 
To the Board of Trustees of the Southern Illinois Norynal University : 
I herewith transmit, per your request, the following biennial report 
of the registrar of the Southern Illinois IsTormal UniA'ersity, showing 
the number of students entering, and money arising from tuition and 
incidental fees received and transferred to the treasurer of the institu- 
tion: 

First Term, Scholastic Year, 187(J — 7. From Oct. 1 to Dec. 11, 1876. 



23 students, fees @ 83 00 

1 " " @ 8 00 

1 '• " @ 6 00 

4 " " fractional 

Second Term. School Year, 1876-7. 

Ill students, fees @ $ 3 00 

20 " " @ 10 00 

3T " " @ 800.. 

4 " " fractional 



Thi7^d Term School Year, 1876-7. 



69 00 

8 00 
6 00 
14 00 ! 



\% Ti 00 



$ 333 001 

200 00 1 

296 00! 

21 501 



!« 850 50 
\% 947 50 



161 students, fees @ $3 00 

26 " " @ 6 00 

72 " " @ 4 00 :. 

1 " " fractional 

First Term School Year 1877-8. 

89 students, fees @ $2 00 

52 " " @ 6 00 

72 " " @ 4 00 - : 

•Received from other sources during year 

Total received during- year 



i 483 00 

1.56 00 i 

288 001 

1 50; 



\% 928 50 



ITS 00 
132 00 I 
288 001 



\t 598 00 
39 45 



S2,513 45 



15 



OCTOBER 1, 1877 TO SEPTEMBER 30, 1878. 
First Term School Year 1877-8. 



18 students, fees @ S2 00 

1 " " @ 6 00 

6 " " @, 4 00 

8 " "fractional 

Second Term School Year 1877-8 

129 students, fees @ f 3 00 

25 " " @ 6 00 

86 " " @ 4 00 

3 " " fractional 



Third Term School Year 1877-8. 



First Term School Year 1878-9. 



36 00 

6 00 

24 00 

16 00 



S 82 00 



258 00 

150 00 

340 00 

8 00 



166 students, fees @ $2 00. 

23 " " @ 6 00. 

57 " " @. 4 00. 

2 " " fractional 



333 00 

138 00 

238 00 

5 00 



114 students, fees @ S3 00 

24 " " @ 9 00..... 

68 " " ® 6 00 

1 " ■ ' fractional 

Received from other sources during year 

Total received during year 

Amount received during first year 

Total received during two years 



342 00 

316 00 

408 00 

1 00 



S 756 00 



S 838 00 



S 703 00 



$ 967 00 
147 00 

$3,655 10 
3,513 45 



$5,168 55 



16 



CK. 



By treasurer' 8 receipts Oct. 3, 1876 i|$ 

" 24,18-6 i 

Dec. 5,1876 ! 

" " " 11,1876 : 

"13, 1876 ' 

" • " " 16,1876 ! 

" 33,1876 i 

" " Jan. 10, 1877 i 

*' " Feb. 3J 1877 > i 

" " Mar. 31, 1877 

" 36,1877..... ! 

" 27,1877 1 

" 30,1877 1 

" " April 4, 1877 i 

" 30,1877 ! 

" " June 4, 1877 '■ 

• " " 33,1877 i 

" " Sept. 10, 1877 

" ■ " 11, 1877 

" 12,1877 

" 19, 1877 

" " "34, 1877 

Oct. 5, 1877 

Nov. 37, 1877 

" " Dec. 4, 1877 

" " 11, 1877 .'.. 

"31, 1877 

" " Jan. 9, 1878 

" " March 1, 1878 . 

"19, 1878 

"36, 1878 

" " " 26,1878 

" 27,1878 ■ 

"38, 1878 .■ 

April 5, 1878 

" " " 13,1878 

" 19,1878 

" " May 7, 1878 

" " June 8,1878 

" . ■" 18, 1878 

" " Sept. 9,1878 , 

" 10, 1878 .- 



Total amount received 

Transferred to treasurer 

By treasurer' s receipt Sept 14, 1878 . 
"33, 1878. 



33 00 
51 00 

40 oo: 

335 00 i 

144 00 i 

146 OOi 

86 00 

89 00 
55 50 
13 30 

435 00 
188 00 

90 00 
105 75 

88 00 
43 00 
30 00 
190 00 
165 00 

75 00 
100 001 

33 00 1 
49 00| 

76 00 



10 00 


530 OC 


101 OC 


90 OC 


37 5C 


46 50 


280 00 


1.50 00 


70 00 


50 00 


105 75 


24 00 


15 00 


17 50 


6 35 


60 00 


438 00 


338 00 



- '$4,906 55; 



Balance on hand. 



4,906 .55 
106 00 
115 00 



! 5.168 55 

$b, 127 .55 
$ 41 00 



Respectfully submitted, 

C. W. JEROME, Registrar. 



17 



THIRD ANNUAL REPORT OF THE PRINCIPAL.— 1876- 



The principal of the Soutlierrj Illinois Normal University submits 
his third annual report to the trustees and the public with much 
satisfaction, though not without a humbling sense of many im- 
perfections in the plans, the methods, and the practical workings of 
the school. Many diinculties beset every new enterprise, and none 
rise before any good work in more numerous array and with fiercer 
opposition, than such as obstruct the line where education is to ad- 
vance. Some of these are mustered by in iiJei'ence, sorne by thouglit- 
lessness. some by cupidity, and some by the impatient desire to 
realize immediate results from labors— the fruits of which can only 
mature in distant time. Some are very natural, indeed, and excite 
Jieither surprise nor discouragement. Some are too frivolous to be 
named, though they are not the least annoying. And some only need 
to be mentioned to be i-emoved by those who have caused them. 

Many persons appear to think our school is a place, in which to 
teach boys and girls the simplest elements of l-cnowledge. While it 
may serve one purpose to have a class or two of small children to 
shov,' the practice of teaching, thase must be used as an experiment, 
and will, in all probability, suffice. Our pursyose should be to prepai'e 
enthusiastic devotees of duty for a life work of teaching; and this 
can best be done where minds of nearly equal maturity are brought 
together with an earnest purpose, and drilled with a voluntai-y ratbei- 
than an enforced discipline, both of learning and labor. Too many 
grades commingled tend to bring the standard down instead of raising 
it. While tliis embarrasses us in the school, it may be a temporary 
benefit to the community in which we are located. 

The opposite notion is almost as fatal. For others seem to imagine 
that our school teaches all the higher branches of knowledge to every 
comer, whether prepared or not in the lower or fundamental studies. 
Young people, who as yet have no conception of accuracy or com- 
pleteness in intellectual work, and no fitness even for advancement in 
the common studies, desire to go through a college course in a year 
or less. Especially does the impression seein to prevail that a single 
term spent in a very feeble attempt to master the "• higher studies." as 
they are technically called, or the '' natural science branches,"" will give 
ample qualifica,tions to teach a countiw school. The lofty standard of 
excellence, the noble aspiration for perfection, the patient habit of 
conscientious toil, the deliberate purpose of self-control, from which 
alone true discipline can grow, are all unknown to too many who 
seek the teacher's calling. And the community in which these persons 
live has even a lower idea of a teacher's character and duty. 

Such notions, though only pai'tially prevalent, indicate a failure to 
comprehend the design of a Normal school. They may not wander 
entirely from the partial truth, but such an incomplete idea of our 
work, and of the wants of the public schools, may become as fatal as 



18 

tl\e most tliorono'li falsehood. For unless the clciiients of knowledge 
arc instilled into the minds of children, no good work can subse- 
quently he performed as it should he; and the country schools are our 
most important schools. We can therefore pro])ose no better work 
for ourselves than to exhibit practically the best method of teaching 
the common school studies. 

It is true, that if our public schools are to become what they ouglit 
to be, the teachers who are to instruct them are to be filled with all 
known science, and inspired with ambition to search for all truth now 
beyond the sight. They should at the same time understand all the 
best methods of imparting knowledge and of securing obedience, and 
be tiiemselves flames of enthusiastic lire to melt and enlighten all who 
approach them. Tliese men and women are to awaken the slumbering 
energies of the nation, and make noble characters. How can they do 
it unless they themselves are in the fullest degree alive and bui'ning 
with love? The sun warms the earth and fills it with life, and attracts 
and controls its every motion, because it is a million times larger and 
warmer. So teachers can only do their whole work vdien they are 
many times greater and nobler in learning and character than their 
pupils. When these demands are made of us, we must own that they 
are not unreasonable. 

But they fatally fall short of a proper conception of our situation if 
they expect tis to accomplish all this, or .. even a large part of it, in 
our first years , of labor. Our students will remain with us so brief a 
time, they will, by the necessities of their circumstances, and by the 
laxness of public opinion, come to us with so imperfect a preparation 
for the highest study, that we must do our first work more by sug- 
gestion and stimulation than by direct labor. Our duty is marked out 
for us rather by surrounding circumstances than by any arbitrary rules, 
or even by the proper philosophy of education. We must by a ne- 
cessity laid on us by the wants and deficiencies of the schools to be 
supplied with teachers, impart enough of the higher studies to stimu- 
late all to improve, and enough of the lower to show what ought long 
ago to have been done; and also to exemplify tJie best methods of 
school work. At the. same time we are to be required to exhibit and 
expound the great science and art of education in general, and the 
practical application of its profound philosophy to the every daj^ busi- 
ness of the connuon school. In these pur]3oses we have been greatly 
hindered by several things besides the defective demands of public 
opinion. The two already named most essential difiiculties have been 
the very imperfect manner in which those who coane to us have been 
educated, and the low standard of attainments set up for themselves, 
and required by the public, for teachers in the common schools. 

There seems to be no other way to remove such obstacles to our 
progress and to the advancenient of public education, but fairly and 
candidly to set the whole matter before the people, that they may, 
with us, understand the extent of the danger, and co-operate in its re- 
moval. 1^0 argument or exhortation will so. clearly reveal the defects 
of our public school instruction, and plead so powerfully for its re- 
generation, as facts developed by our examination of candidates for ad- 
mission into our classes. The most notable deficiencies are in spelling 
and in methodic work in arithmetic. Reading, indeed, is not well 
done, and geographical knowledge is raxely found to be full or toler- 



19 

ably accurate; while practical graiuiuar, as shown by the daily conver- 
sation, is as ]ittle understood and as rarely used as the rivers of in- 
terior Africa. To shov/. the exact state of orthographical practice, the 
hundred words given below were taken from two pages of the arith- 
metic, from one page of the grammar, and from two pages of the 
reading book, all in the most common use in this part of the state, as 
follows, viz: 

1, sometimes; 2, applied; 8, questions; 4, admitted; 5, solution: 6, 
resort; 7, doubt; 8, close; 9, careful; LO, analysis; 11, following; 12, 
proportion; 18, contain; 14, quantities; 1 5, different; Ki, related; 17, 
doubled; 18, necessarily: 19, furnish; 20, answer; 21, remaining; 22, 
increasing; 28, according; 24, multiply; 25, result; 26, benefit; 27 ex- 
penses; 28, diminish: 29, acres; 30, equality; 31, currency; 82, attend- 
ance; 33, enrolled; 34, average; 85. difference; 36, quotient; 37, deci- 
mal; 38, process; 39. dollars; 40.' carriage; 41, census; 42, population; 43, 
bequeatli; 44, cargoes; 45, salary; 40, salaries; 47, pastiire; 48, prolit: 
49, commission; 50, interest; 51, articles: 52, business: 53, principles; 
54, percentage: 55, merchant: oG, barrel; 57, sugar; 58, grocer; 59, 
broadcloth; 60, exercise; 61, adjective; 62, positive; 68, dutiful; 64, 
future; 65. tenses; 66, prices; 67, agreeable; 6S, neighbor; 69, peaceful; 
70, harmonious;, 7 1, assure; 72, politics; 73, intimacy; 74, different; 75', 
penurious; 76, style; 77, fortune; 78, miserly; 79, charity; 80, frugal; 
81, economy; 82, evidently; 83, stinginess; 8^4, valuable; 85, cultivating; 
86, entertain; 87, meddle; 88, submission; 89, deigning; 90, especially''; 
91, enquiries; 92, generously; 93, necessity; 94, suspicion; 95, trilles; 
96, civility; 97, vicious; 98, reconciled; 99, judgments; 100, equal. 

It should be said that many of these words were not spelled at 
all — the greatest error that could be made — because of a failure to 
hear, and of decision ■ in writing at once. We know the excuses for 
failures, and make veiy great allowances for them.- "We can under- 
stand, and wish the public to know that the persons who misspelled 
are not greatly blamable. Accuracy would ha'v^e been a credit. This 
is all. It will be seen that there was no attempt to select ''hard 
words" or uncommon ones. Any scholar who had studied either of 
those school books or sciences must have seen the words a hundred 
times. The words were given out so that not more than four were 
to be written a minute; a person of even moderate quickness can 
write twenty. A trial was made, and one student wrote the hundred 
words in a little less than five minutes. A half hour vras given to 
the work. The number who entered was seventy-two, and onl}^ two 
spelled every word correctly. The percentage of errors was 89.8, or 
40 per cent, very nearly. One yourg man, 19 years old, misspelled 
62 of the 100 words; and one who had taught school under license of 
a second grade certificate, rose as high on the scale of errors as 54. 
Among those who have been attending- our (jwn school for two years, 
the percentage was 8, a showing of which we do not feel proud. 
But when we remember that nearly half that percentage belongs to 
two students who entered with a record of 44 and 41 errors in 50 
words, and noM^ sink to 23 and 18 in the 100, we think we may take 
the credit of commendable progress in making spelling a success. We 
are humiliated to be obliged to state these facts. The- public, how- 
ever, ought to know them, that with us they may demand some de- 
gree of proficiency in this branch, both among the teachers and their 
pupils. Will not superintendents and teachers and parents interest 



themselves in tliis simplest, and I'ealiy most eleGjaut of all tmv school 
accomplishments, and see that children early learn to spell? It may 
he proper that we shauld show how spelling should be taught — and 
that practically. lUit it is not profitable for the state that we should 
be compelled to do such elementary work. Yet far less profitable it 
would be if we should leave this elementary work undone. This is 
a duty of the elementary schools, and for them it may be made a de- 
light. Any teacher who is really worthy of his noble calling can 
awaken an enthusiasm among young children, for correctness in this 
business, almost to white heat of passion. And how much better 
would this work be than to attempt in such schools to teach the 
higher branches? How much easier to teach spelling than the un- 
connected facts of geography, or the dry details of grammar? Is the 
spelling of a thousand common words any more difficult than the 
endless combination of the multiplication table? Are not the letters 
of our words fixed almost as those products are by the law of num- 
bers? Then to write a handsome hand, and to keep paper, pen and 
fingers clean and neat — how easy for a child to learn, and how ex- 
cellent a part of practical education! and how disgusting is the oppo- 
site habit, and hovr hard it is to divorce a man from it whose life- 
practice has wedded him to it! Here is one imperativ^f need of our 
schools, and the public must tolerate us in repeated warnings in re- 
gard to it. We are sent here to teach those who are to instruct our 
schools, and we must ask to be allowed to emphasize the important 
parts of our work and invite cp-operation with our efforts. Three 
thousand words compose the body of our daily speaking and reading. 
Most of these words are very simple. All can be learned to immacu- 
late perfectness by a month's diligent study of a mature mind. Why 
do not our county superintendents demand good spelling of our 
teachers? Shall we be obliged to say to those who come to us deficient 
in this point, that they shall do nothing but study spelling till they 
know it? We also appeal to teachers. Will they not attend to 
this work? Is it best for them to neglect children of eight and ten, 
and let them come to us at twenty, and then be drilled like those in 
the primary schools? We are willing to do this when necessary. But 
we submit it to the public that there is a better way,' and the jDeople 
can easily find it for themselves. 

We would by no means discourage bad spellers from coming to us. 
Such persons can make up their deficiencies while here. They can 
do this before coming, and for them this is more profitable. We can 
not afford, either for our own credit or the profit of the people, to 
allow persons very deficient in spelling to go from among us without 
having thoroughly convinced them of their imperfections, and having 
practically shown them the remedy. And we name this one matter 
a second time in our annual re]>ort, that it may have the attention it 
deserves, and may be our justification of so much labor given to the 
foundation of all accuracy in school work. We also repeat this exhor- 
tation and appeal to school teachers and others, and beseech them to 
co-operate with us and aid us to produce in all our youth habits of 
pei'fectness in spelling and in speaking our mother tongue. We trust 
we shall not be understood as insinuating that the people of southern 
Illinois are worse educated, or that their schools are inferior to any 
other section of the whole country. We have seen the evils here 
named in New England, in New York and Ohio, in no less glaring 



21 

prominence than here. Blunders as provocative of laughter and as 
inexcusable, have been witnessed elsewhere as here. But it only harms 
ourselves to conceal or palliate our deficiencies. Complete accuracy 
is our aim, and this can only be attained by a knowledge of our fail- 
ings, and an intelligent and strenuous effort to provide the exact rem- 
edv. In our report of last year I spoke of the comparative cheapness 
of education at the home of the child, so far as the common branches 
are concerned. That was from the parent's standpoint. And it con- 
templated a better school in every country school house, with a better 
teacher, and with more numerous and enthusiastic pupils. There is no 
reason why the country schools should not be as good as those of 
the cities and villages, only as it is found in the disposition of the 
officers and people to accept inferior teachers. Where the best of 
virtue and sound sense, reside there ought to be a determination to 
have the best schools. And the money annually sent away from 
some of our country districts would make better schools at home. 
Then young men and young women coming to us prepared could in 
a short time gain a higher education. This time our outlook is with 
reference to our convenience and the profit of our pupils. Our school 
belongs wholly to the public. All its interests are identical Avith 
those of the people and their children. We thrive when the citizens 
do, and what injures them harms us. Students well prepared for the 
higher studies, and tired v/ith an enthusiasm to become best and 
most intelligent teachers, are the most profitable for us to instruct. 
Are they not also ihe most profitable for the community to send here 
and receive back again as teachers of the public schools, where they 
shall return as flames of fire to kindle every district and settlement 
in our end of the state? 

We present here a statement of the number of our students for the 
year, and of the work done by our teachers. The primary depart- 
ment was discontinued after the fall term: 

FALL TERM, 18T6. 

In the Normal Bepartment 134 

In the Preparatory Department : 41 

In the Primary Department 16 

Total 191 

WINTER TERM, 1878-77. 

In the Normal Department and Special 137 

In thti Preparatory Department ". 47 

Total 184 

SPRING TERM, 1877. 

In the Noi-mal Department 190 

In the Preparatory Department 7.3 

Total 263 

Total for the year, by Terms 638 

It will be seen that our number of students is smaller than last 
year. But this is only apparent. Last year w^e had 27 special students, 
and 37 in the primary department. This year we had no special ses- 
sion in July, and report only three special students. Our primary 
department continued only one term of this year, and reports only 14 
pupils. If these proper deductions are made, it will be seen that our 



22 

preparatory and Normal students are fully e([iiai In last year. There 
is auother consideration : We have insisted, jjerhaps to the disgust of 
some, on the elementary branches as of the first importance, and that 
these studies should be first mastered. We have, therefore, often advised 
students to pursue the lower branches, and have turned back many 
good students, simply because their early training was singularly de- 
fective. Had we advertised that any student might entei* in any place 
of the course; that any one could graduate in one year; and that 
every one should be guaranteed employment as a teacher in a good 
school, we could probably have called together a half thousand at 
least. But would we have done as much for the state as we have 
done '? Is it better to ediicate a few in the elements so thoroughly 
that they will educate others, or to educate many so superficially as to 
make them, conceited 'i And then, would they not go forth to dissem- 
inate all their early bad methods, and exaggerate every defec^t '? We 
have thought it a better way to go slowly and teach thoroughly. 

The whole number of different students who have enrolled their 
names, is 368 ; some of these, however, did not remain long enough 
to matriculate, and they are included among the names in the cat- 
alogue. Of this number, those having taught school are 191 ; and those 
making pledges to teach, are 264. Some will find themselves so ill 
adapted, to the woi'k, that the interests of themselves and the public 
will be best promoted by their choosing some other calling. But the 
larger portion will faithf ully ^ perform their duty, aijid benefit the state 
in an increased degree, in consequence of their sta_^ with us. It will 
be instructive and interesting to learn from what id,nks in the com- 
munity our pupils come. Our record of their parentage shows the 
callings of their fathers to be as follows, viz : 

Farmers, 381 ; merchants, 105 ; physicians, 56 ; carpenters, 26 ; min- 
isters, 23; lawyers, 21 ; teachers, 20; millers, 19; agents, 11; traders, 
11; mechanics, 9 ; fruit-growers, 8; laborers, 8 ; hotel-keepers, 7; drug- 
gists, 6 ; shoemakers, 5 ; surveyors, 4 ; miners, 4 ; telegraphers, 4 ; jew- 
elers, 3 ; blacksmiths, 3 ; bankers, 2 ; railroad builders, 2 ; cabinet ma- 
kers, 2 ; masons, 2 ; manufacturers, 2 ; engineers, 1 ; upholsterers, 1; 
painters, 1. Total, 747. ^i 

Of this 747 there have been in the school the present term, 263; 
236 of the total number have paid their tuition, and the 'number who 
have taught schools in our state, as ascertained by actual inquiry, is 336, 
some of those now in school have taught before coming to us, and are 
counted as teachers; some of those who have paid tuition have also taught; 
48 only of those who pledged themselves to teach, have thus far failed 
to find schools; some of them will eventually teach;, nine have died, 
and tAvelve of the young women have married, as has been reported 
to us ; seven women and four men had married before they entered 
the school. Such facts as these are often inquired for by the public, 
and we frankly communicate them, that all may know the whole 
workings of our Normal school. In the future, they will be more val- 
uable than now, and if the collection and preservation of them shall 
be continued, they will matei'ially aid in making a complete history 
of the institution. 

In addition to the duty of general supervision, ■ I have, during the 
year, taught classes as follows, viz: Mental philosophy, logic, Eng- 
lish literature, moral philosophy, criticism, constitution of the United 
■States, Illinois school laws, and methods of instruction. I have also 



23 

given lectures on etymology, order of study, and the art of teaching. 
I am happy to state that I conscientiously believe, the teaching in 
most of the classes has been above praise, and has met the wants and 
should command the approval of the community. My associates have 
been asked to make --.vritten reports to me on their several departrxjents, 
and they are herewith annexed. Each contains, it is believed, sugges- 
tions well worthy of notice, and they are severally commended to the 
notice of our patrons. 



REPO.RTS OF DEPARTMENTS. 



DEPARTMENT OF NATURAL SCIENCE. 



BT CYRUS THOMAS, PH. D. 



As at present c^.iistituted, this department embraces only the three 
branches, botany, 'zoology, and geology ; zoology fallii!g in the first 
terra, and the other two in the last term of the scholastic year ; but 
when necessar}' to accommodate teachers, the tii'st is also embi-aced in 
the last term of the year. 

During the first or fall term, the class contained but nine members; 
two of these having been excused early in the term, there were really 
but seven regular members. Although passing at the required grade, 
the progress made in the science vras not wholly satisfactory, three 
only having an average above 8.2. 

No urgent necessity appearing to demand a variation from the reg- 
ular order, no class was formed for either of the above branches dur- 
ing the winter term. 

At the commencement of the present (spring) term it soon became 
evident from the somewhat large influx of teachers, that it would be 
necessary to form a class in zoology in addition to the classes- in the 
other two branches wdiich properly belong to this term. 

The class in botany, which recites the first hour in the morning, 
consists of thirty-seven members, all very regular in their attendance at 
recitations. The progress so far made has been quite satisfactory ; and 
more than ordinarily, even. The attention given has been more than 
usually marked, and the conduct during recitations good. 

The class in geology consists of eight members, and may be classed 
as one of rather more than ordinary capacity. As the class after the 
second week passed into the iiands of Prof. Parkinson, you ai-e re- 
spectfully referred to him for a statement of the progress made. 

The class in i^ooiogy consists of twenty-seven members, all very reg- 
ular in their attendance at the recitations. The class is largely com- 
posed of the same individuals belonging to the botany class. The 



24 

progress made, altliougli in some respects better than that made by 
the botany class, lias not been so reg^ular as I would desire ; but this 
irregularity applies more to the class as a whole than to the members 
as compared t^ each other. 

The requirement made at tlie commencement of tlie term that ad-^ 
mission to the classes should be based upon a knoA^rledge of the pre- 
liminary branches, has l)een quite beneficial in its results, not only in 
rendering the classes more homogeneous and xiniform, but also in com- 
pelling those refused admittanc^e to pay attention to the preparatory 
studies in which they were deficient. 

In botany, Wood's text book is used, not because it is supposed to 
be superior to the able works of Dv Gray, but from the fact that the 
analytical tables and specific descriptions are fuller and more easily un- 
derstood by the beginner; in fact I find the older editions of Wood 
better in this respect than the last. 

In geology, Dana's text book is used. 

In zoology, Nicholson's work was the text hook first adopted, but it 
Avas thouglit proper the last term of last year to give Tenny's New 
Zoology a trial. Although adopting some of the advanced steps taken 
by natva'alists in their later work, it was found so deficient in defining 
the characters of larger grou]is. that I felt compelled to go back to 
Nicholson. 

In all these branches, but more especially botany and zoology, spec- 
imens are introduced as a means of illustration as soon as the class is 
prepared for them, and so far as those needed can be obtained. An- 
alytical work is introduced whenever it is possil^'e with the limited 
means at hand. 

In botany, the textbook is sufiicient for the purpose, but in zoology 
unfortunately, the University is sadly deficient. I had hoped that Jor- 
dan's Manual would meet this want, but having been restricted by his 
publishers to a certain number of pages, the result has been to injure 
very materially the effect. 



DEPARTMENT OF LANGUAGES AND LITERATURE. 



BY CHARLES W. JEROME, A M. 



,In the fall term the classes under my charge were the following, 
viz : Greek Anabasis and Grammar — six members ; Ciesar's Commen- 
taries on the Gallic war, and Latin Grammar— thirteen members ; the 
iEneid of Virgil — eight members ; Elements of Greek — nine members ; 
two classes beginning Latin, one having sixteen members, and the 
other having fourteen members. 

The second term the classes continued in the same studies or ad- 
vanced to higher authors. The Anabasis class advanced to the Mem- 
orabilia df Soci'ates, and the class in Cffisar advanced to Sallust's 
Catiline ; the students in Virgil read Cicero's Orations ; classes begin- 
ning the Latin advanced to reading in Roman historv, and Latin 



25 

grammar : and the Greek Elements passed to exercises in reading fables, 
anecdotes, mythology, legends, etc. 

During the third term, and at this writing, ray classes are pursuing 
the studies of Homer's Iliad. Sallust's Catiline, odes and songs of 
Horace, Xenophon's Anabasis, Latin reader, and Greek and Latin 
grammars. During this term a special class in Latin Elements has been 
organized t*j accommodate a few student teachers, who are to be with 
as but for a term. 

I have, also, during the present year, had charge of one division of 
the students in orthography. 

During the year I have had under my immediate supervision, sitting 
for study in the room, fifty-six diiferent students, most of whom have 
evinced an earnest desire to make progress in their studies. Students 
coming from the other departments to my classes, in the main have 
done well — have generally been prompt, orderly, studious and attentive ; 
their conduct, with exceptions of two or three cases, has been all that 
could be desired ; the grades attained by the majority from daily re- 
citations, monthly written examinations and term standings have been 
most creditable. 

The classical course includes three years of the Latin, and two and 
two-thirds of the Greek. The English language, as is well known is a 
mixed one, and embraces words from all the principal languages in the 
world. The cla^isical elements in our language are so numerous that 
they form the basis of not less than fifty thousand derivative words. 
They are so generally interwoven with the composition and etymology 
of English roots, that a knowledge of them is absolutely indispensable 
to a thorough understanding of our own vernacular. The teacher of 
the English language who is familiar with the historic and philologic 
etymology of the Latin and Greek elements, is the better qualified for 
efficient work. 

Added to my duties of the school and class rooms, I have per- 
formed the labor of registrar of the institution ; enrolled carefully the 
names of the students of each term, giving date of entrance, residence, 
parent's name, date of birth, nativity, etc., collected tuition and inci- 
dental fees, and have transferred the same to the treasurer ; have pre- 
pared proper vouchers and issued money orders for the payment of all 
bills of- indebtednesss, and have kept an account of amounts received 
and paid out ; and have performed such other duties as pertain to the 
ofiice of registrar. 



DEPARTMENT OF HIGHER MATHEMATICS. 



BT JOHN HULL, A. M. 



The following is a summary of the work in this department for 
the year 1876-7*7 : 

FALL TKBM. 

Two classes in ElementaiT Alg-ebra, of 35 pupils 

One class in Hlg-her Algebra, of 16 ^' 

One class in Geometry, of 9 " 

One class in Trigonometry, of 7 " 



26 



"WINTKR TKKM. 



One class in Elemontiiry Algelira, of 10 pupils 

Two classes In Higher Alg-cbi-a, of ;U " 

One class in Gooinctry, of 15 " 

One class in Trig-onometry, of 5 " 

One class in Analytic Geometry, of 7 

SPRING TEKil. 

One class in Elementary Alg-ebra, of 32 pupils 

Two olasses in Hig'bor Algebra, of 18 " 

Two classes in Geometry, of 23 " 

One class in Surveying, of 10 " 

Total, IT classes, and 200 pupils. 

Prof. Parkinson kindly relieved me of one of the classes in element- 
ary algebra, during the fall term. Deducting this class from the ag- 
gregate, the remainder — sixteen classes, with a membership of one 
hundred and eighty seven — shows my work in the department for the 
year. 

In addition to the foregoing, I have had one class of 57 in spelling 
for one term. There have been, also, thii'ty pupils a term, for the 
year, assigned to my room for supervision and discipline. By itself, 
the government of this number of pupils would be of very little mo- 
ment, but added to my other duties, it has seriously increa.sed the 
labor of teaching. 

In the work of my department, the effort has been constant to make 
mathematical science a training ground for the development and dis- 
cipline of the intellect. Thoroughness and self-reliance have been 
required of the pupils ; for, upon their thoroughness, decision, and 
good judgment, depend their success when they shall become teachers 
in the schools of the state. Pupils have been thrown upon their own 
resources as much as possible, and required to assume the position of 
teacher in the presentation of the work assigned to the class. Their 
daily success has been made to depend on their ability to give out, in 
good shape, what they have learned, and not on their capacity to 
receive. The work of the year has been a substantial success. A 
very large part of those under instruction, have made decided progress. 
Some, however, either from entering on t-oo high a grade, or from 
lack of proper effort, will have to go over this work again. 



DEPARTMENT OF ARITHMETIC AND ASTRONOMY. 



BY ALDEN C. HILLMAN, A. M. 



I have the honor of submitting to you the following report for 
the school year commencing September 11, 1876: 

The first term we had five classes and ninety-five pupils. 

The second term, six classes and one hundred and thirty-six pupils. 

The third term, five classes and one hundred and fifty-five pupils, 
making in all during the year, sixteen classes and three hundred and 
eighty-six pu2:)ils, that have recited in this department. 



27 

In the preparatory division of the department, the object has been 
to give a clear and thorough knowledge of all the processes, together 
with rapidity and accuracy in the work performed. 

The great majority of those students that come to us, are very 
deficient in their knowledge of definitions and tables, have never 
learned to think outside of their text books, and fail when given the 
examples of everj^-day occurrence in business, even though they solve 
the examples of the text book quite readily. Our work, therefore, 
has been lai'gekv to 'cultivate the thinking faculties, and to arouse the 
latent energies of the mind. 

In our Normal division, not only have tiie processes been thorough- 
ly learned, but not a step has be'en taken without a full and clear 
meaning being given for it. Original examples, by members of the 
class, on every topic, and as far as practicable, original definitions and 
solutions have been required. Much care has been taken to teach the 
pupils to present their own thoughts upon the topics discussed, inde- 
pendent of books. Only such as have mastered the science of numbers 
can excel in teaching this important bi'anch. Original essays on meth- 
ods of teaching the various topics, were written by the class. 

The astronomy class numbered twenty-five students. The entire 
book was completed, and several lectures were given, the outlines of 
which were copied by the members of the class. Several night sessions 
were held to study the location of the constellations and stars. Com- 
mendable progress ^YSiS made in this work. 

One division of the spelling department has recited in my room, and 
good results have been obtained. The last term I also taught a begin- 
ning, class in Latin. 

I'ifty-eigbt • pupils of the preparatory department have sat in my 
room during the year, and nearly all of them have shown an earnest 
desire to improve. 



DEPARTMENTS OP NATURAL PHILOSOPHY AND 
CHEMISTRY. 



BY DANIEL E. PARKINSON, A. M. 



During the first term of the year four classes were taught, number- 
ing in all fifty-seven pupils ; the second term, five classes, with one 
hundred and six pupils ; the third term, six classes, with one hundred 
and sixty-six pupils. The above classes were not all confined to the 
department specified. During the first term assistance was given in 
the other departments, by hearing a class in rhetoric, and one in alge- 
bra ; during the second term, a class in grammar, and one in arithme- 
tic ; during the third term, a class in geology, one in arithmetic, and 
one in zooloafv. 



The work In physic has been divided into two grades ; one quite 
elementary, confined principally to the properties of matter, the first 
principles of motion, machinery, pneumatics, acoustics, light, heat and 
electricity. This grade is designed for pupils in the third year of the 
preparatory course, and for those wlio expect to teach the subject be- 
fore they reach the more advanced work which is placed in the third 
year of the normal course. In this higher work the several subjects 
arc more thoroughly studied, with more mathematics introduced. 

In teaching this department the science is madff more attractive and 
instructive by actual experiments upon most of the principles discussed. 

The department of chemistry embraces in its scope, the theoretical, 
and the analytical ; one term being devoted to the former and two to 
the latter. In the theoretical, the students are made familiar with the 
symbols, atomic weights, history and preparations of the elementary 
substances. This prepares them for the analytical work, which is also 
preceded by a short drill in processes and manipulations with chemicals 
and chemical ware. This is followed by the actual analysis of simple and 
complex substances ; each step is carefully watched, and all the deport- 
ment of bodies with reagents noticed, in order that the stadents may 
become expert in the work. While our laboratory has not been as 
well supplied with chemical appliances as we wished, the students 
have, notwithstanding, exhibited commendable zeal and enthusiasm ; 
some having remained in the work long after their allotted time had 
been devoted to the stiidy. 

In addition to the above work, the spelling of the Normal depart- 
ment has been cared for, numbering, some portions of the year, to 
seventy-five pupils. 



DEPARTMENT OF PHYSICAL CULTURE. 



BY JAMES H. BEGWJTLEE, A. M. 



Herewith is submitted my report of the calisthenic department of 
the Normal: 

I am happy to be able to state, that the beneficial influence of this 
department upon health and manners, is so marked as to have been 
clearly perceived by the pupils, who with scarcely an exception, have, 
participated in and enjoyed these physical exercises. Mind. and body, 
though mysteriously, are intimately related and mutually dependent; 
and that system of education which provides for the culture of the 
one to the neglect of the other, is faulty; and, from the nature of 
things, must fail to achieve the best results. Hand in hand with the. 
development of the mind must go the development of the body. 

In these exercises Ave have not so much endeavored to secure to 
the student great strength of body and limb, as to preserve and pro- 
mote health, increase capacity of chest, develop symmetry of form, 



29 



attaiB grace of attitude, and ease and dignity of caiTiage. We feel 
that oiir efforts have been attended with a good degree of success. 
We respectfully submit that a piano is far better suited as an instru- 
ment to accompany such exercises than an organ, as by it the accented 
pulsations of the measures can be more clearly indicated to the ear. 



VOCAL MUSIC. 



BY JAMES H. BEOWKLKE, A. M 



All Students are required to be enrolled in this department who 
cannot pass a thorough examination. The number now enrolled is 
about 250. Some of our pupils have successfully completed our course, 
but though they have been informed of this, they prefer to remain 
on the roll. The time allotted for study and practice in this art is 
short, and the classes are necessarily very large, yet some substantial 
progress is being made. Efficient assistance, has been received in 
teaching from Messrs. Bevei'ly Caldwell, J. T. McAnaly and W. E. 
Mann, who have each had charge of a division. 

Music is taught regularly and systematically, and is not made a 
means of pleasure and relaxation only, valuable as it is for such piir- 
poses, but also of discipline and culture. It has been thought best, 
under the conditions which now prevail, not to attempt to lead the 
pupil over too much ground, but to rather aim at teaching thoroughly 
the rudiments of the science. Our work and that of the conservatory 
of music is, and should be, different. Some of' the points which re- 
ceive attention are the following: Attitude, management of breath 
and production of tone, measurement of time, distinctness of enuncia- 
tion, and musical expression; and our students are made to know the 
score. 

The conaing teacher will sing. His pupil will have around him the 
refining and elevating influences of this humanizing art, enriching his 
voice, perfecting his articulation, educating his eye, improving his ear, 
and developing and purifying his taste and imagination; while the 
teacher will have its potent aid in making the school room a place 
for the exercise of all noble faculties, whose stillness is broken only 
by pleasant voices, and v,^here discord never comes. He, then, who is 
fitting himself to teach must learn to sing, and how to teach singing. 
Then will his pupils be taught. And if the little pilgrims who come 
under his tuition are sent forth into the great world with voices like 
a peal of joy-bells, with melody in their hearts, with songs on their 
lips, how much of its grief will they charm away, and how much 
less rugged will the way seem to their feet! 



30 
DEPARTMENT OF READING, ELOCUTION AND PHONICS. 



BY JAMES H. liROWNLEE, A. M. 



The number of pupils enrolled for the first Term was ninety-three; 
for the second term, eighty-nine; for tiie third term, one hundred and 
forty; making the enrollment for the year, by terms, three hundred 
and twenty-two. I regret to have to say that the inajority of those 
who come under my tuition, come not onlj with much to learn, but 
worse still, with much to unlearn. Bad habits had been formed Avhich 
had to be eradicated. Tones, inflections, emphasis and manner, are 
unnatural while reading, and are in marked contrast to those used in 
unpremeditated conversation. , Oral reading brings into exercise two 
sets of faculties, viz: the receptive, by means of which the author's 
exact meaning is apprehended; and the expressive, through the agency 
of vfhich the thoughts and feelings of the author are communicated 
to another. The chief reason why the majority of teachers fail in 
teaching the important art of reading, is because they permit their 
pupils to attempt expi'ession of thoughts not clearly conceived by the 
mind. The receptive faculties must have been so trained on a selection, 
before the expressive are brought into exercise, that when the work of 
communicating thought, feeling and purpose to another mind through 
the eye and ear is begun, the former may do their work unconsciously, 
and the Avhole soul be given to the latter. First, understand: then, 
express. It does by no means follow that one who can grasp intel- 
ligently the author's meaning, can adequately express that to another. 
The agencies of expression — voice and action— may both be inadequate 
to the task. The ability to comprehend tli oughts and feel emotion, 
and ability to adequately communicate them to another, are different 
things. But it does follow that without a clear conception of that 
which is to be communicated, the most cultivated voice and impres- 
sive manner are vain. Too much emphasis cannot be given to this 
point. 

Thorough attention is given to the elements of speech, and the 
organs are carefully trained in their formation; first singly, then in 
their simpler, and afterwards in their more difficult combinations. 
Articulation is to the ear what clear type and legible writing are to 
the eye. It is the first requisite for a good reader. Webster's system 
of notation is taught, and the intelligent, use of the dictionary as a 
guide to exact pronunciation is made possible. Classes of words 
commonly mispronounced are made the subject of special drill. Pro- 
nunciation is to be accurate without affected preciseness. Breathing 
exercises are practiced to ijicrease capacity and develop mobility of 
chest, and that pupils may gain control of the current of air during 
expulsion. The voice is cultivated; its good qualities strengthened, its 
bad suppressed. Proper attitudes are insisted on, and proper manage- 
ment of person and countenance is required. Good habits must be 
formed; rules alone are of no value; no one reads well by rule, though 
all good readers read according to rule. The elements of expression 
are separately considered, and their application in the communication 



31 ■ - 

of thought is exemplified and ])racticed. Reading, in a very high de- 
o-ree, is an imitative art; lience it is cm* earnest desire that those who 
are to go out from the Normal to teach the youth of the state the 
art of reading and speaking well, should themselves be good readers. 
In all classes attention is given to methods of instruction, and the 
various methods — word, sentence, sound and alphabet, are exemplified 
and discussed; but especially in the higher grades does methodology 
receive attention. It is hoped that a portion of the work now being 
done in my department will be done in the public schools. The pro- 
gress of pupils under my care, while not all I could wish, has been 
on the whole satisfactory. 



DEPARTMENT OF HISTORY, GEOGRAPHY AND PHYSIOLOGY 



BY GRAXVILLE F. FOSTER. 



During the year seventeen classes have been taught in this depart- 
ment, as follows: Five in common school geography, four, in physiol- 
ogy, three in the history of the United States, two in physical geo- 
graphy, one in ancient historj', one in modern history, and one in me- 
teorology. These branches have been pursued by 379 students, listrib- 
uted as follows: geography, 145; physical geography, 3v; history of the 
United States, 89; physiology, 84; ancient history, 11; modern history, 
8; and meteorology, 5. 

Keeping constantly in view the aims and the designs of the normal 
school, greater effort than usual has been exerted in this department to 
prepare pupil teachers of the "•Teachers' Classes'' in history and geo- 
graphy for the responsible and arduous duties which will eventually 
fall upon them. In seeking to accomplish this training of teachers for 
which normal schools were chiefly designed, various plans of teaching 
have from time to time been introduced ; and occasionally, as oppor- 
tunity afforded, the respective advantages and disadvantages of the va- 
rious plans have been set forth or discussed by the class. During the 
time of reviews, pupil teachers have been chosen to conduct class ex- 
ercises, for a short time, while all such teachers have afterwards, alone, 
been thoroughly criticised, their defects and merits being fully pointed 
out. 

Unfortunately, very few of the students of history and geography 
come to these classes prepared for professional work alone, and hence 
as yet, most of our time must necessarily be devoted to imparting that 
knowledge of these branches by thorough, persistent class drill, without 
which all mere professional knowledge will amount to little indeed. 

In the work of anatomy and physiology, much enthusiasm has been 
created and much knowledge gained by dissection of animals. It is a 
notorious fact that the position of the internal organs and their struc- 
ture cannot be learned with any degree of satisfaction from mere plates, 



32 

descriptions or k'cturo.s, however good thei^c may be, while it lias fre- 
quently occurred in our (^hisses, that iive minutes work on a ral>hit, ftir 
instance, has been suflicient to make plain, ditliculties before apparently 
insurmountable. In anatomy considerable attention, too, lias been giv- 
en to histology, and hence the microscope has been frequently brought, 
into reojuisitiou, with the very best of results. 



LIBRARY OF THE UNIVERSITY 



BY GEAmaLLE F. FOSTER, LIBRARIAN. 



In the library of the University there are 1,S53 magazines, school 
and university catalogues, reports, etc., manj^ of these being full vol- 
umes, and 1.908 bound volumes, making a total of ;3,7t)l. 

During the year donations of books have been received from the fol- 
lowing sources : members of the Faculty of the University, Smithso- 
nian Institute, Patent Office, War Department, Department of the In- 
terior, Signal Service, Swedenborgian Publishing House, Hon. Mr. 
Hartzell, Hon. Isaac Clements, the late Dr. Wm. Xe Baron, Hon. F. 
E. Albright, Prof. Stephen A. Forbes, of the state Normal ; His Grace 
the Duke of Richmond and Gordon, England; John D. Newbegin, 
Esq., of Jonesboro, Illinois; by Messrs. Scribner, Armstrong & Co., 
and ^.lessrs. A. S. Barnes & Co., to both of which iirms we are 
greatly indebted. 

The appropriation made by the last legislature for the library of the 
University was so small, that only a few books, those most needed, 
could be purchased, vv'hile nothing was left for shelves, cabinets, tables 
and other necessary furniture of a good library. Since the appropria- 
tion was made, so gTeat has been the accession to the library that 
fully one-half the books now lie on the iloor, and must so lie until 
an appropriation sufficient to make suitable provision for them shall 
have been made. 



METEOROLOGICAL DEPARTMENT.. 



GRANVILLE F. FOSTER, Signal Service Observer; JOHN G. SIMS, Assistant. 



In order that this department might be made more effective, during 
the summer of 187-5 a very excellent set of meteorological instruments 
were purchased in New Yor^, and after all the necessary surveys for 
ascertaining the hight of the station above the normal sea level were 
made, regular daily observations were begun; w^hich have, without a 



33 

single day's interruption, been continued to the present time. From 
October 1, 18V5, to June 1, 1876, the observations were taken by the 
writer, after wliich Mr. John Sims, for efficiency as a student of me- 
teorology and for an especial adaptation for the w^ork, was appointed 
as observer, in which capacity he has continued since. 

The observations of all the instruments are taken three times a day: 
at 7 o'clock, a. m., 2 p. m., and 9 o'clock p. m.; and after all neces- 
sary corrections for various instrumental errors are made, the results 
are transferred to blanks furnished by the war department, and at the 
end of each month the filled reports containing not only the daily 
readings and average of readings of thermometer and barometer, di- 
rections of winds, etc., but also as full and accurate an account as pos- 
sible of adl meteorological phenomena, as thunder storms, meteoric 
showers, auroras, corona, halo, etc., are forwarded to the chief signal 
officer at Washington. It is well here to say that this work has been 
done up to the present time without one cent of expense to either 
the state or the United States. 

The object of this work has been two-fold: First, to obtain full 
and reliable meteorological data from which it will be hereafter possi- 
ble to arrive at some correct and definite views of the climate and 
climatic variations of Southern Illinois; a result certainly of the great- 
est possible value to the agriculturist; and second, to give students 
of the classes in meteorology such facility in the use of the instru- 
ments as to make them practical observers. Just now, when this sub- 
ject is absorbing the attention of the learned everywhere, it is cer- 
tainly of great importance that the student-teacher should make him- 
self familiar with the laws which govern the wind and weather. In- 
deed, it would be of incalculable value to the signal service and to 
science if every district school teacher in the state of Illinois would 
only purchase such simple and cheap instruments as a thermometer 
and a rain-gauge, take tri-daily observations and furnish the chief 
signal officer at Washington with the results. 



DEPARTMENT OF GRAMMAR, ETYMOLOGY AND BOOK- 
KEEPING. 



BT MARTHA BUCK. 



_ During the first term I taught classes as follows: Language lessons' 
six members; etymology, forty members; syntax, thirty-seven members; 
analysis, sixteen members; book-keeping, five members; total, 104. 

Second term — Language lessons, eight; syntax, fifty; punctuation, 
(W^ilson's) thirteen; book-keeping, twenty; totalOl. 

Third term— Language lessons, nine; syntax, seventy-three; analysis, 
thirty-six; teachers' review of grammar, thirty-two; total, 150; during 
the year, 345. 
3" 



34 • . 

My aim has been to impress upon the minds of my scholars the 
importance of using their knowledge of grammar to rectify their faulty 
use of the English language. To better attain that end, I have regu- 
larl)^ devoted a portion of time to the consideration of the common 
violations of its laws; and encouraged them to observe and bring into 
class for correction the incorrect expressions heard by them in daily 
life. I feel that the larger part of my work could be better done in 
the nursery. If those who care for the little ones during their early 
attempts at expressing thought, did but realize that a correct form is as 
easily taught as an incorrect one, the almost hopeless task of breaking 
up bad habits of expression already formed, would be avoided. In the 
teachers' class, how clearly to present the lesson to a class, has been 
the question of primary importance. I find that the chief obstacle in 
the teaching of grammar is, that so few understand thoroughly what 
they wish to teach, or why they teach it. To conclude, I will say 
that the more attention I give to the subject, the more I am con- 
vinced of the importance of beginning early in training children in 
the use of correct expression. 

In book-keeping I have sought to give my scholars such knowledge 
as is practical. I have taught them both double and single entry, the 
use of drafts, notes, checks, bills of exchange, and other business 
paper. Also forms of protest and how to administer estates, with many 
other business questions constantly arising in real life, so that as 
teachers they may be able to be a i*eal help to the pupils who shall be 
under their care previous to taking places as the business men of this 
country. 



DEPARTMENT OF DRAWING. 



BY HELEN M. NASH. 



When I first engaged in the work, I did so with the understanding 
that drawing was simply an " experiment," whose continuity depended 
on the degree of success attained during that year. The facilities 
afforded for conducting the work were limited, and matters generally 
in rather a chaotic condition; many of the students regarded it merely 
as an exercise involving nothing but waste of time, while others ex- 
pressed for it a decided abhorrence. 

To adapt our work to the facilities afforded, to bring order out of 
confusion, and especially to create a love for the work sufficient to 
prevent failure, was my aim during the first year. Regarding the 
success attained I will merely state that drawing was not abolished. 

Number enrolled first year 175; during the present year 257 jpupils 
have been enrolled. Number enrolled first term, 75; number of 
classes four; number enrolled second term, 80; number of classes, five; 
number enrolled third term, 102; number of classes six; time allotted 
each class, forty-five minutes daily. 



35 

The .second tenn I adopted the following programme: Monday, in- 
dustrial drawing, using Smith's system; Tuesday, botanical drav,'ing, 
from nature; Wednesday, geometrical drawing, on blackboard; Thurs- 
day, miscellaneous drawing, landscapes, etc.; Friday, designing. The 
programme during the present term has varied from the preceding to 
suit the requirements of the work; Miss Ella Courtney has taken 
charge of a beginning class including seventeen pupils, and has done 
good work. 

Especial attention has been given to the development of a taste for 
industrial drawing, but as this is not a manufacturing region, con- 
siderable difficulty has been experienced in impressing students with a 
full sense of its importance. I think that branch of drawing which is 
best calculated to aid in developing the leading industries of the 
locality in which it is taught will be the most acceptable to the 
people of that section. Southern Illinois is extensively a flower pro- 
ducing and fruit growing region; consequently a knowledge of botany 
is highly essential, and the ability to delineate the root, stalk, bud, leaf, 
flower and fruit of choice specimens, is as important to the people of 
this region as inventive drawing is to the manufacturing population of 
Massachusetts. Therefore, considerable attention has been given to 
botanical drawing. 

Many of the pupils have shown marked ability, and in striving to 
cultivate the special talent of each, the practical uses of drawing have 
not been neglected. It is indispensible to the teacher who aims at 
the highest success in his calling, and should go hand in hand with 
almost every study. t)rawing may be truly termed the foster-mother 
of the industrial arts, the delineator of the beautiful in nature and the 
obedient hand-maiden of the sciences. 



THE MUSEUM. 



BY CYRUS THOMAS, PH. D., CfJHATOIi. 



The additions made during the year, except to the mitieralogical and 
entomological sections, have been but few. But this has been caused 
more by the fact that we have no means of properly preserving them, 
than from the want of a disposition on the part of the people to con- 
tribute. In fact, some valuable specimens have spoiled because we 
were unable to preserve them with the means at hand. 

Although the zoological specimens are comparatively few (excepting 
of the insect class) they are valuable, and have greatly aided the 
classes in zoology in their studies, and have also been used by Mrs. 
Nash, the teacher of drawing, as objects for training her pupils in 
drawing from nature. 

The mineralogical section, which is wholly under the charge of Prof. 
Parkinson, has received quite a number of valuable additions, and with 



36 

the eiJtoniological section, forms the only part of the museum which 
has really been brought into anything like system, because they are 
the only sections provided with any adequate means of arrangement 
and display. 

Notwithstanding this somewhat unfavorable view, yet considering the 
fact that the collections have all (with the exception of the insects) 
been made without cost to the state, by voluntary contributions in a 
section where such an enterprise is new, the progress made is, in fact, 
gratifying, both as to result and the spirit manifested on the part of 
the people. The collections consist of Woods — a very neatly arranged 
"Lignarium" having been presented by Mi-. Carver recently; properly 
mounted and named plants; miiierals properly arranged and classified; 
insects arranged in suitable boxes, mostly named and partly classified; 
birds mounted and in hand specimens, those mounted having been 
prepared by Prof. Parkinson; zoological specimens in alcohol, largely 
contributed by Prof Jerome. Besides these there are a number of 
Indian relics; mammals, mounted and unmounted; fossils; and also a 
collection of coins in the care of the president, which are cririous and 
valuable and do much to illustrate history. These coins are all gifts, 
and they stimulate curiosity and suggest hints to others to aid us. 
They are as follows: A Spanish dollar of Ferdinand VII, 1821; 
Spanish quartei-s of Charles III, 1779-84; English shilling, William IV, 
1736; all from Prof. Brownlee. Pennies of England and Canada, 
Prof. Foster. Half -penny token, C'anada, S. J. Boren. Ten copper U. 
S. cents, three half dimes, Spanish 1-16 and |^ dollar, tv,'o-cent 
pieces, fi'ora P. Aliyn. One quarter, Anna, East India f cent; S. J, 
Boren. Tyrolese coin, about one-half dollar, 173, S. Bond. Spanish 
quarter, Ferdinand VII, 1815, R. Allyn. Portugese coin, smooth. Prof. 
Hilhnan. Continental bill, six dollars, 1774, Mrs. R. Allyn. Currency 
confederate states, twenty bills, Judge I. H. Caldwell. Currency con- 
federate states, |!50, J. G. Sims. Fractional currency of XT. S., R. 
Allyn. Four thaler pieces of Frederick William IV, 1860, Prof. Brown- 
lee. Spanish quarter of Charles IV, 1783, Prof. Parkinson. French 
twenty centimes, 1852, H. G. Mertz. One quarter dollar, Mexican, 
1872, Capt. E. J. Ingersoll. Copy of medal issued by George III, in 
1797, in commemoration of victories, Mr. Borger, Carbondale. Cana- 
dian half -dime, 1872, Hellen M. Ilillman, Carbondale. 

So far no attempt has been made to collect simple curiosities, or to 
gather specimens for show, but to collect such objects as will be most 
useful as a means of illustrating the various branches of natural history 
taught in the institution, and the fauna, flora and geology of Southern 
Illinois. 



DEPARTMENT OF MINERALS IN THE MUSEUM. 



BY D. B. PAKKISTSOX, A. it. 
\ 



During the past jem' the shelves have been remodeled and rearranged 
and the greater portion of the specimens classified and labeled. The 
following is a list of contributors, and specimens donated by each. 
The space allotted to this report will not allow a detailed notice of each 
contribution : 



E. H. Smith 

Dr. O'Hara 

Chas. Roberts 

Dr. A. M. Lee... 
Prof. Jerome. . . . 
W. F. Hughes... 
Green Williams.. 
H. W. Happy — 

J. G. Allyn 

Jas. Brownlee 

Jas. Brownlee 

Jas. Brownlee 

John Hayden 

Lizzie Shephard.. 

J. H. White 

J. H. White 

Prof. Hill man 

Clark & Lapham. 

Prof. Foster 

Chas. Neeley 

Dr. C. Thomas... 
B. H. P. Eaton.. 

Dr. R. AUyn 

Miss Baxter 

John Martin 

John Sims 

B. F. Baker 

Mr. Anderson 

J. J. Rendleman. 
D. B. Parkinson. 
Wm. A. Carr 

Rev. R. Z. Fahs 
Prof. Brownlee . . 
Lulu Sheppard . . . 
&. A. Walker.... 
•Jas. Brownlee .... 
Isaac Dilling-er . . . 
Isaac Diiling-er.' . . 
D. B. Parkinson. 
J . B. Cetend 



RESIDENCE. 



Carbondale 

Carbondale 

Colorado 

Jackson County 

(Carbondale 

ICarbondale 

(Carbondale 

iSt. Louis 

1st. Geneveive, Mo 
jCarbondale .... 

jCarbondale 

'Carbondale ... 

ICarbondale 

jCarbondale 

JMarion 

Marion 

ICarbondale 

Golconda 

iCarbondale 

iDuQuoin 

ICarbondale 

iBoulder City . . . 

JCarbondale 

jCarbondale 

ICarbondale 

[Carbondale 

jMakanda 

Carbondale 

Makanda 

iCarbondale , 

Marion 



Kane 

JCarbondale 
ICarbondale. 
Troy, Tenn. 
Carbondale. 
Cai'bondale . 
Carbondale . 
Carbondale . 
Carbondale. 



C0NTKI3UT10N. 



LOCjiXITY. 



oSf different specimens 

Gold and silver ores 

Gold and silver ores 

Fossils 

lOO'alcohol .specimens 

Indian relics 

Indian relics 

50 different specimens 

Copper ore 

1 ron ore 

Gypsum 

Pebbles 

Fossil limestone 

Fine variety of coal , 

Silver ore 

Iron Nodules , 

Gold and silver ore 

Galena or* 

5 Fossils 

Salt and Gypsum 

Gypsum crystal and moss agate. 

Cluster of stalactites 

Pebbles from Caps Ann, Mass . . . 

Fern impressions 

Coarse G ranite 

Coarse Granite 

Fossils. 



N. J. 



Indian relics 

Alabaster 

A number of minerals 

Indian ax 



80 varieties wood from Pulaski Co 

Carapace of turtle 

• 'Night Hawk' ' —mounted 

Owl' s claw 

Botanical specimens 

Large stuffed rattle snake '. . . . 

Indian t-jols, ancient bones, moneyi 

A number of birds Carbondale. 

Specimen of Grand Tower Marble, 



|N. Y. and 
iCanada. 
Colorsido. 
Jackson County. 
Shelby County. 
Jackson County. 
Jackson County. 
St. Louis, Mo., 
St. Genevieve, Mo. 
Lake Superior. 
Lake Michigan. 
Lake Michigan. 
Jackson County. 

Montana. 
Texas. 
Colorado. 
Ilavdin County. 
Winnebago Con.uty 
DuQiioinSa.lt w' ks". 
Colorado. 
Union County. 



Jackson County. 
Jackson County. 
Jackson County. 
Jackson County. 
•Jackson fJounty. 
iNiag-ara Falls. 
Cai'bondale. 
|V»^illiamson Co. 

Southern Illinois. 

Mediteri-anean Sea 

Carbondale. 

Tennessee. 

(Maine. 

Near Car'oondale. 



Some contributions in Natural History might be noticed here. 



38 
ACADEMY OF SCIENCE OF SOIJTirERN ILLINOIS. 



BT GKANVILLE F. FOSTER, SECRKTA.Ry, 



The Academy of Science of Southern Illinois owes its origin to the 
exertions of the faculty of the University, and of Professor Cyrus 
Thomas, Ph. D., state entomologist, and one of the L^nited States com- 
missioners of entomology. After considerable correspondence, a call for 
a meeting was issued, which was held at Carbondale on the evening 
of Dec. 2, 18*7(5. The objects of the acadony are as follows ; to inves- 
tigate and study, (i) the Ethnology and History of Southern Illinois, in- 
cluding its antiqutiies and aboriginal remains ; (2) the geology, bot- 
any and zoology of this section, and (3) to encourage generally the 
production and preservation of the publication of original papers on 
the above, and on special, philosophical, mathematical, astronomical and 
meteorological subjects, as well as on the origin and meaning of 
the names given to localities by the Indians or the first settlers of the 
country. 

To promote these purposes the Academy is organized into depart- 
ments, each of which may act separately or in connection with one or 
more of the others. The departments are : 1, Ethnological ; 2, Histori- 
cal ; 3, Geological ; 4, Botanical ; 5. Zoological ; 6, Philosophical ; 7, 
Mathematical; 8, Astronomical and Meteorological; 9, Microscopical. 
The constitution also provides for county auxiliary academies, the presi- 
dents of which are vice presidents of the parent society. 

Since the commencement of the year, a committee composed of Rob- 
ert Allyn, D. D., principal of the L^niversity, and Prof. D. B. Par- 
kinson, have made several explorations of mounds, yielding a large 
number of archaeological specimens. In addition to these, the mu- 
seum has been eni-iched by several valuable donations of specimens 
which space forbids us to name in detail. At present, a part of the 
rooms devoted to the museum of the University is used for the mu- 
seum of the Academy. 

The officers of the academy are as follows ; T. M. Perrine, Esq., of 
Anna, President ; Prof. Granville F. Foster, Secretary ; Cyi'us Thomas," 
Ph. D., Curator of Museum ; E. J. Ingersoll, Esq., Treasurer ; Chair- 
men of Depai-tments as follows : Ethnological and Philological, Dr. 
Robt. Allyn ; Historical, Prof. G. C. Ross ; Botanical, Prof. G. H. 
French, of Irvington ; Zoological, Cyrus Thomas, Ph. D.; Geological, 
J. H. Engienian, Esq., of Belleville ; Philosophical, Prof. D. B. Parkin- 
son ; Mathematical, Prof. John Hull, and Astronomical and Meteorolog- 
ical, Prof. Alden C. Hiilman. 



FOURTH ANNUAL 

REPORT OF THE PRINCIPAL. 



1877-78. 



41 



REPORT OF THE PRINCIPAL. 



To the Board of Trustees of the Southern Illinois Normal TJniversity : 

Gentlemen : — 

I have the honor to make my fourth annual report, and can most 
sincerely congratulate you on the condition of the University under 
your cai-e.:^ It has steadily grown by the blessing of a kind Providence 
in numbers and in usefulness. Both teachers and students have en- 
joyed good health and have been able to discharge their duties prompt- 
ly and with fair success. The numbers have been greater than at any 
other time, and their stay in the school has been still more increased. 
The average time of the students who were with us the last term is 
more than a year. Heretofore Vt^e have been able to reckon no more 
than about two terms for those of any particular period. 

The numbers have been as follows, viz : Fall term 230 ; winter, 266 ; 
spring, 254. Total by terms, 750. The number of different students 
has been 408 — more than last year by 68 — and exceeding any j)revious 
year. Since the opening of the school there have been 978 students 
in all the dej^artments. There has been an advance in every line. In the 
normal department and special students there have been 135 against 112; 
in the preparatory 273 against 228 ; the model has been abandoned. It 
will be remarked that our normal department is small in comparison 
with our preparatory. This is chiefly owing to our practice of placing 
our students in the lower grades till the higher work has been carried. 
More than one-half of those named in the preparatory have done some 
work belonging to the normal, but not having finished all the prepar- 
atory studies they are still numbered in the lower department. 

We have kept a record of the callings of the fathers of these stu- 
dents, and here insert it as a point of interest to our patrons. It will 
show that our institution is aiding the country population, and the 
great su-bstantial and virtuous middle class, the farmers more than all 
others, to secure good facilities for giving practical education to their 
children. Offspring of farmei'S, 536 ; merchants, 129 ; physicians, 72 ; 
ministers, 33 ; carpenters, 28 ; lawyers, 25 ; teachers, 25 ; millers, 21 ; 
traders, 14; agents, 12; laborers, 11; mechanics iO-; hotel keepers, 7; 
shoemakers, 5 ; telegraphists, 5 ; editors, 5 ; miners, 4 ; fruit growers, 
4 ; civil officers, 5 ; engineers, 4 ; livery stable keepers, 3 ; jewelers, 3 ; 
cabinet makers, 3 ; contractors, 2 ; manufacturers, 2 ; book-keepers, 2 ; 
clerks, 2 ; tinsmiths, 3 ; blacksmiths, 3 ; iipholsterer, 1 ; tobacconist, 1 ; 
grocer, 1; bankers, 2; mason, 1; house painter, 3; harness-maker, 2; 
machinist, 1 ; saloon keeper, 1. 

We have ascertained from our record and careful inquiry that 511 of 
the number have taught since their connection with us. Many of these 
students have done their work successfully, both in our school and 
where they have been engaged as teachers, and thereby have proved 
the value of the course they bave pursued. When it is remembered 
that the teaching of each of these has . been considerably improved 
above what it would have been had he not been with us, we can 



42 

draw an inference as to the value of. the school to this sj^ction of the 
state. Still it is to us a matter of regret that so few of the teachers 
of our public schools are in earnest to acfjuire a thorough preparation 
for their business. This may result from two causes, either of which 
will account for it, and both of which make an unpleasant suggestion 
as to the immediate future of our schools. The wages paid to teachers 
are too low to warrant them in making it a life calling, and the small 
amount of attention given to the schools by the people themselves 
affords incompetency an opportunity to hide itself for a long time, and 
inflict large damage on the minds of those under its care. The fact 
that more than the half of our students in these four years have been 
employed to teach schools is, we think creditable to us, and goes to 
show the necessity for such an institution, and that school officers ap- 
preciate our work. 

In a former report I spoke of the imperfect preparation of those 
who enter our University. This is again alluded to in the repoi'ts of 
several of our professors accompaning this. This no doubt is chiefly 
owing to the unskillful teachers employed in the country, but is in 
part due to the lack of a public demand for accuracy in scholarship 
and a desire on .the part of the student to hasten on to higher studies. 
An improvement is already noted, and is hoped it will increase greatly 
in the future till we shall be relieved wholly of teaching the very 
rudiments of knowledge. To encourage thoroughness has seemed to 
be our duty. We desire that such elementary studies may be learned 
at home, where they may be had at less cost, and will be more likely 
to abide in the mind. We urge parents who contemplate sending 
their children to us to give attention to their early training. A child 
ought at twelve to read, and spell and write fairly, and should accu- 
rately know the whole of the geography of his native state, and of 
the United States, and the ground rules of arithmetic, and especially 
the multiplication table, and then be ready for something else. Let 
scholars come to us ready for the higher studies, and the schools at 
home will improve and do better work. 

I refer to the reports of several professors for a brief account of 
the work done in their respective departments. In cases of my ab- 
sence during the year Professor Hull has been in charge as acting 
principal, and has done the work to the eminent satisfaction of his col- 
leagues and myself. In addition to the general supervision of the 
school I have instructed classes in 

Mental Philosophy 8, passed 8 

Logic 15, " 12 

Moral Philosophy 7, " 7 

Esthetics 11, " 10 

Constitution of United States 17, " 14 

School Laws of Illinois. 19, "•' 15 

Pedagogics , 9, " 9 

And I have delivered lectures on reading and methods of study and 
teaching. More students, and those better prepared, have been in our 
higher classes. 

The general assembly made ample appropriation for our cur- 
rent expenses, and gave us sufficient to make valuable additions to our 
library, museum and apparatus. The books added count more than a 



43 

thousand, and have already been of essential service to both professors 
and students. The same may be said of the apparatus. It has en- 
abled us to give better illustrations of the principles of science than 
was possible without it. It may now be truthfully said that a begin- 
ning has been made in the work of collecting and arranging a cabi- 
net and museum — a thing impossible before because of our lack of 
cases and shelves. The specimens already number some thousands, 
and facilities for mounting and showing them will stimulate the zeal 
of our students and friends to donate and enrich our stores of scien- 
tific and antiquarian curiosities. Our section of the "state is rich in op- 
portunities of gathermg material to illustrate ancient history and eth- 
nology, and we are now prepared for its study. 

The new steam heating has so far been a success in every partic- 
ular. It has afforded abundance of heat and fresh air without dust or 
inconvenience. The winter has been mild and perhaps an opportunity 
to test it properly has not yet occurred. But from its work in the few 
cold and windy days of the season, we judge there Avill be no difficulty 
in keeping our rooms at a temperature of 6.5 when the air outside is 
at zero. 

This matter of normal schools so intimately concerns this section 
of the state, and indeed is so joined to the policy of the 
whole school system, that it may not be improper or unprofitable to 
spend a little time in the consideration of it. And this is the more 
necessary just now when our enterprise is comparatively new and when 
it has been so favored by the large majority of the people, though 
questioned by the few. Any public affair or institution which ex- 
pends the money of the people, gathered by impartial taxation, ought 
on suitable occasions to justify itself to that people. The facts alluded 
to in ;the first part of this report and in the reports of the professors 
appended, as to the number of students taught, the callings in life from 
which they come, the numbers who have engaged in teaching, and the 
better work which they have done — not better than others have done, 
but better than they would have done — when put together go very far 
to prove the usefulness and even the necessity of the normal school. 
But the question ought, not to rest on this one school, but on the gen- 
eral principle of such schools. Hence I state the point more fully. 

The men who study the great problems : How to educate the nation's 
offspring in the best manner and with the least expense of time and taxes, 
as well as of thought and labor, have with singular unanimity reached 
one conclusion, that some system of normal instruction and training is, 
if not a necessity, so far an advantage as to justify large expenditures, 
to secure the establishment and efficient operation of such agencies. So 
concurrent have been these enlightened judgments of competent edu- 
cated philanthropists, that schools of this kind have been opened in 
Europe for almost a century, and more recently in large numbers of our 
states and cities, almost without discussion, and they are now carried 
on at much outlay of means, with far less of question and doubt than 
almost any of the philanthropic charities of the age. It has therefore 
happened as might have been predicted that, so soon as the discovery 
was made that they cost vast sums of money, a controversy has 
been started, as to their necessity, their propriety, and even as to their 
usefulness, their place in the educational system, and also as to their 
appropriate work. While such a discussion is not wholly unforseen 



44 • 

and is by no means unwelcome to the friends of these schools, it is 
unfortunate in one respect. Not to have been r.-iised until now seems 
to imply a failure on the part of the schools themselves. Had it oc- 
curred before their establishment, opposition would then have been 
silenced on principle. It is now to be overcome by facts — the only 
effectual way to settle a matter of exjjediency and profit. The facts 
given in another part of the report have, it would seem, demon- 
strated the need of our normal school and its right to live. At all 
events such a controversy affords an opportunity to canvass again the 
design or plan and the results of normal schools. In the present dis- 
cussion it is simply proposed to speak of these points as of practical 
importance to the community at large. A word is sufficient as to the 
theory of normal schools. The current opinion, formed with one glance 
at their design, is that they come in after a fair knowledge of the 
branches taught in our public schools has been mastered. Obviously 
they should teach methods of work in the school room, and should 
afford some opportunities of acquiring additional science and of form- 
ing excellent charactei's. All this irajjlies information imparted and 
discipline previously gained by the pupil who enters the noi-raal school. 
But an earnest attempt to teach methods alone in any science or art 
will soon convince one that these two things, learning a science, and 
finding a method of that learning, are not so easily separated as a 
first thought might suggest. Indeed to learn a matter for one's self is 
really one of the best waj^s to prepare to teach it and to learn its 
methods also. In fact, learning and teaching coincide in so many 
points that they do indeed become one direct pathway, straight to 
knowledge and it matters less which is traveled first than, how care^^ 
fully and studiously the journey is made. 

The favorite method of experiment supposes the pupil to do the 
work in order to learn how both to fix its knowledge in its own mind, 
and how^ to communicate it to other minds. In practical experiments 
the teacher merely directs the experiment, and the pupil performs it 
for himself. In such cases the methods of learning and communicating 
knowledge are practically identical. Who will not recall the maxim : 
" One never knows a thing till he has told it to another." Carlisle uses 
the same thought often, and Emex'son qiiotes : " Speak that yovirself may 
know how much or how" little you do know." Looking now at this logi- 
cal philosophy, which scarcely admits a challenge or even a question 
as to its truth, we shall be compelled to say that normal schools can- 
not wholly be segregated from the work of all other schools, and set 
apart fi"om the sole teaching of methods so-called, until the lower or 
knowledge-giving schools have become nearly perfect. Until that day 
comes much of their teaching must be found in giving instruction in the 
actual book knowledge which their students will hereafter be called to 
teach. Or at least they must have preparatory departments. 

At the same time, however, they are to give to their pupils opportu- 
nities to try their skill in communicating science and in gaining control 
over others. But this experimental teaching will be rather more in the 
nature of a review to themselves than as an independent presentation 
of that knowledge. Yet even in this latter point of view, they will of 
course do something first in order to give illustrative examples for ob- 
servation, and second, to afford practical test of ability on the part of 
the normal pupil. According to these statements normal schools are 



46 

shown to be little more tban another order of schools with a completer 
course, and a more thorough drill, with a wider range of investigation 
and discovefy, with a practical opportunity to review all studies for 
the definite ])urpose of learning how to direct the minds of others in 
the way of learning the same and other studies. The objection now 
springs up, if such is the purpose of normal schools, why not pro- 
vide that the scholars learn all this in the high school proper, without 
the extra expense. They are to be taught the same branches in the 
sanie manner, and it is asserted that the learning is in good part its 
own instruction in methods. What then is the use of the training- 
school? This is a common question and is often the common view of 
the design and work of normal schools. In defense of it men say 
that practice and philosophy sustain it, and however much another plan 
might be desired for them, other schools have so poorly done their 
woi'k that normals must supplement it. Granted that this is partially 
true in both directions, and then there is a higher purpose and work 
for them. The objection just stated is one of the most supei'licial, and 
it has availed to attach normal departments to almost all schools in 
the land — than which few things are more detrimental to the school 
itself and to education in general. I am not pleading for such, nor 
arguing against them. I am speaking for the real and thorough train- 
ing school for teachers, ah-eady in most respects filled with knowledge 
such as childi*en need and can acquire, and such as will profit the 
whole commvmity. And I am fully convinced that distinctive normal 
schools, doing little else than teaching methods and awakening enthu- 
siasm, are the most needed and will be the most profitable of all to 
any commonwealth. Their advantage will be much every way, even 
on tJie lower plans named, that of imparting facts; and on a higher 
plan hereafter to be considered they are invaluable. But chiefly that 
it brings together a large body of young people enthusiastic on the 
subject of acquiring knowledge for a practical end, and of habituating 
themselves to the work of communicating that knowledge to others. 
These need to become inspired with a common pui'pose or aim, to be 
taught not only how to learn, but how to learn only good, and to 
leai'n this fastest and with least loss of time and means. Such per- 
sons will learn self-control much better in company with those having 
like pursuits in view, than in any other schools whatever. The com- 
mon ideas of future use to be made of their acquirements will be to 
each an inspiration better than they can find elsewhere. 

But in the higher plan of proper normal school work, or that strict- 
ly professional, the learning of the philosophy and method of teach- 
ing, there ought to be a necessity for a liberal course of study and 
drill. The branches of knowledge are sufficient for one series of 
schools. And these can be better taught by means of division of la- 
bor. There is enough for one class of schools to teach men how to 
impart knowledge and especially how to conduct and manage a school. 
Does it not need a knowledge of how to bring a cause into court, 
how to prepare the pleadings, and to conduct the whole of the suit. 
Does it require less to know how to present truth to the young mind? 
Does the one who simply learns, thereby know how others learn? Is 
not this the great difficulty with teachers? They know that they have 
learned, but how they themselves learned, or how another caA learn, they 
do not know. Hence they fail. There is a need for something more 



46 

than a mere study of the text book. Something of art and method is 
needed. It is for this purpose that a thorough teachers' course should 
be established, and it should take in scholars who have 'learned all 
else, -and give them a knowledge of the methods of teaching. 

This is what law schools, medical colleges and theological semina- 
ries accomplish for their pupils, and it is always eminently satisfac- 
tory. They gain in these places more advantages from the one aim 
with which all study, than they derive from all their books and per- 
haps from all their lectures. They associate Avith men high in their 
profession, crowned with honor by the age in which they live, enthu- 
siastic in a given line of study, but more absorbed in a particular 
line of duties; and they are also inspired by example and precept, till 
they, as pupils, are moulded by the same spirit of the speciHc calling 
into the highest types of excellence in their intended profession. Be- 
sides they grow into a nature ditferent from their ordinary state, and 
become crystallized into the permanent character of the noblest of 
callings. The whole tendency of such schools, when separated from 
others, and their natural influence is, by the associations fornied, to 
elevate the ideal standard of personal excellence which every one who 
enters the road of a specific calling should attain. 

Will not normal schools be far more valuable for this work and 
influence on the souls of their pupils than for all else? x\ny attempt 
to join a normal school and a high school or college, damages the 
characters of those whom it attempts to train normally, as it is called. 
So of a normal department in a university. There cannot be a single 
purpose, and a school with a double purpose is not likely to be a suc- 
cess. These appendages are easily taken off, and the loss is hardly 
felt. But to attempt to develop one of them into a head or a hand 
could never be expected to succeed. 

The answer to this objection has in a very short way demonstrated 
the uses of normal schools better than an argument. It is apparent 
from the nature of the case that they must exist as independent 
organizations if they are to do best work for the community and 
provide the needed leadership for the people, in their efforts to 
educate all the children of a community, to an extent the highest , 
possible, consistent with the well-being of the race. The subject, 
perhaps, might be safely and profitably dropped here were it not for 
the continual question, asked twice as often as answered, and always 
asked with such a confident and sneering positiveness as gives it all 
the force it has: what is the use for a state to educate its teachers at 
all? Why not allow every man who desires to be a teacher to educate 
himself as does a lawyer or a doctor? Or as a member of congress 
or a statesman ti'ains himself to serve the people and lead the affairs 
of the world? Well, since this cry comes like an uneasy ghost every 
time the sun goes down, and nightly screeches itself hoarse, let it be 
in part answered again. What is the use of having a leader at all? 
Why not trust the instincts of human, nature as they rise in every 
child's mind, and let every one of the human race go to its own 
destiny as the animals or fishes do, without a guide or controlling 
force? Let every one find what is good for himself or desirable, and 
let him have it all to use or destroy as his strength may help him? 
Why ijot fall back on the savage method of finding leaders when 
they are needed, by individual cunning or prowess forcing itself to 



47 

the front, and compelling all others into submission to its selfish law- 
lessness? Or in other words, why not trust wholly to nature- — which 
is, as Buchner phrases it, but another name for accident — to produce 
not only servants, and sailors, and soldiers, but military commandei-s, 
and religious teachers, and civil officers as well? We do occasionally 
trust to just such accidents, or to self-constituted demagogues, to give 
us municipal officers; and especially in our large cities. Tweeds show 
us examples of the results. These men now are beginning to control 
our public school system by nominating and electing their creatures 
to the places of trust, and those who are not fully corrupted are 
beginning to speak out in denunciation of the wrong done to the 
children of the state. In the neighboring commonwealth of Ohio, a 
faithful officer estimates that the hap-hazard, party-machine method of 
choosing school officers, and giving them control of the examinations 
of teachers, is already wasting at least one-hali of the money gathered 
from the people by means of taxation, We are ruled by demagogues 
and not by educated, or disinterested, or even honest men. The 
nation's forethought and philanthropy must rally and unite to give us 
the control of our resources and of our future, or else the selfishness 
of base men will give us death and destruction. Our thoughtful 
educated men must combine to find for us skilled and noble leaders, 
or baseness and vice will give us traitors and parricides. It is trained 
leaders in education or ignorant demagogues of ruin. We must have 
masters in virtue, or tyrants in vice. Which do we choose? These 
latter will grow to our hands as weeds or predacious animals. The 
former like grains and fruits, or domestic cattle and tame beasts of 
burden, can be had only after careful attention and assiduous culture. 

We have begun in our two schools — military and naval, at West 
Point and Annapolis — to prepare leaders for ourselves in war; And 
the result has twice proved their priceless value. What are we doing 
to secure the far nobler, though by no means easier victories of 
peace? Carnot once said: ''We must organize victory in war." Is 
there any less need of organism in the much broader and far more 
fertile fields of peace? After the seeming destruction of Prussia at the 
battle of Jena in 1806, and the pursuits xif her troops which followed, 
Baron Stein undertook to organize distant supremacy in Europe for 
Prussia by establishing by system the universal right of the children 
to education and their duty to military service. Every peasant be- 
came enlightened and trained, and a soldier. In seventy years the re- 
sults appeared, and to-day Prussia has arisen to be the keeper of 
the peace for the continent. These schools which educated the 
peasants' children to . be 'the most intelligent and therefore the 
strongest soldiers, began with normal schools to train teachers for the 
children. And a high authority declares that Prussia owes more to 
her schools and to the training schools than to her king and nobility 
and parliament altogether. These schools have been so excellent 
chiefly because they have been carried forward by a body of men who 
have been trained together and taught enthusiasm in her normal 
schools, numbering nearly a hundred in her borders. 

Our normal schools are to supply us leaders in our greater warfare 
against ignorance. But we have not yet made them a necessary door 
to the great profession of teaching. We do not allow that it is at all 
imperative on a candidate for the school teacher's office, to have any 



48 

higher knowledge or skill than his pupils. I hit we do not permit a 
second lieutenant to command a platoon of soldiers, even on parade, 
without a military education, such as shall give him an enthusiastic 
spirit of devotion to his profession, and we send a man who absolute- 
ly has no professional training or atHnity for his work, to assume the 
responsibilities of moulding the human mind and soid! A midshipman 
dare not command a boat's crew without a naval education; yet a boy 
or girl may govern and instruct a house full of childi'en, without the 
slightest technical or scientific culture. Such an one may sit down up- 
on and blight all the hopes of a neighborhood by the wrong or imper- 
fect training he will give to their offspring. We install in the holiest 
office one who enters on his duties as a mere make-shift — a sort of 
place in which he can earn money to get out of it. 

No more need be said of the use and value of normal schools. If 
they are not needed, as Mr. Lincoln said on another occasion, nothing 
is needed to prepare men to teach others. If skillful labor is not a 
value and a necessity in teaching, then the proper training or in- 
struction of children is of no value to a community. Horses may 
need careful and skilled grooms, but children need no care whatever. 
If the ignorant, the vicious, the lazy, the egotistic and impecunious 
are to have the right of teaching whenever they can induce an illit- 
erate or a selfish community to hire them, and this to the exclusion 
of the honest and industrious, then our schools will soon come to be 
so near a farce as to more than justify the assertion already alluded 
to that half our public fund devoted to education is wasted. There 
is no other way to make the education of our children the best and 
to make it universal, but by giving to the calling of the teacher 
due honor and proper professional skill. We can do this only by 
gathering the youth who are willing to devote a life to such work in 
schools, where they shall acquire ambition and become filled with the 
knowledge and spirit of their noble calling. Then shall we have a 
class of men always at hand to lead in the good way of disciplining 
our offspring in science, virtue and nobility. The cost of this to a 
district has been spoken of elsewhere. ^Normal schools will pay fully 
their cost to any community. ; 

The faculty, after careful consideration and miich study of the wants 
of our schools in Southern Illinois, have decided to recommend the 
adoption of a course of study purely professional, normal or peda- 
gogical. This is done in order to bring the University into the line 
of work which such schools or seminaries originally or technically were 
designed to perform. It will be seen belov/ that it will embrace the 
science and methods of teaching, and will be conducted by lectures, ex- 
aminations, observations, experiments and criticisms, and will be simi- 
lar in some respects to what are called clinics in medical schools. It 
will embrace three grades or years, though it may be completed in 
less time. If a student is fully prepared in the several branches, he 
can give his entire time to this work,, but if he is deficient in some, 
he can enter what may be called our academic classes and complete 
those studies. 

The course will embrace the whole range of pedagogical topics — the 
child, the schools, the knowledge, the discipline, the teacher, the methods of 
gathering, preserving and communicating, of classifying, generalizing 
and inferring; in short, it will attempt to seek two kindred purposes — 



4S 

teaching how to learn and how to impart; to accumulate and diffuse. 
This we think teachers need to learn after having learned science. It 
will also embrace the history of education and its literature, and the 
various systems of schools in other countries. The progress of the 
student will be tested by oral and written examinations, and at the 
close of the course a certificate will be granted specifying the par- 
ticular course completed. We have already had something of this in 
our post gi'aduate year, and we bring ail this into one single course 
and consolidate the whole. If one comes to us and desires the most 
thorough possible preparation for the teacher's work, both elementary 
and higher, he can begin in our classes and review all our studies. 
He can, if he chooses, dispose of many of the lower, and show himself 
fitted for the higher work, and enter upon it at once, and complete it 
on such foundations as he may have laid in the common schools or 
elsewhere. 

Such is a very imperfect outline of what is intended. To enter 
upon it the student should be prepared to pass an examination on 
all the subjects required by law for a first grade certificate, and to do 
this with even more thoroughness than is commonly demanded. It 
may be well to state more fully what will be required in order to enter 
on the several courses of professional study. This is done that the 
plan may be understood, and that teachers may know how to prepare 
for it. 

FOR THE FIRST COrRSE. 

1. In orthography, the test aviII be one hundred and fifty words 
selected from some daily newspaper printed in St. Louis or Chicago, 
on the day previous to the examination, these words to be dictated at 
a rate not less than five a minute, and to be legibly written with due 
regard to the rules for capitals. 

2. In writing, a test like the following: Write and punctuate an 
advertisement from the same paper and a paragraph of news or edi- 
torial, both dictated by the examiner after the candidate has read 
them aloud. 

3. To test the ability to express thought, a composition will be 
written of not less than thirty lines of common legal cap, on a topic 
assigned at the time by the examiner. 

4. Reading ten minutes from one of the common reading books of 
our schools, and an oral statement of the sounds of the letters and 
e-ffects of pauses, accents and emphasis. 

5. In geography, the common definitions of terms, lines, circles, and 
some general account of countries, especially the boundaries of ^.he 
several United States, our mountains and rivers, cities and railroads. 
To this should be added a few points of historical interest. 

6. Arithmetic as far as through roofs, with special attention to the 
reasons for the fundamental rules and principles of fractions and 
decimals, percentage and analysis. 

7. In grammar, the test should be etymology and syntax, definitioi^.s 
and practical use of correct constructions, including correction of erro- 
neous sentences. 

8. United States history should be knoTVTi as to the settlements, 
the revolution, and the succession of presidents and our wars. 

4 



50 

After ttiGse examinations have tested tlie student's knowledge, he 
will superadd what has been called theory and practice of teaching, or 
didactics, or as the (4erTnans name it, pedagogics. It will include tliis 
in two departments, practical and theoretical. The principal's, chief 
attention will be devoted to the latter, and he will be assisted by 
Prof. Bull in the former. Books will be read, and the knowledge thus 
gained, as Avell as that imparted by lectures, will be tested as has been 
said by examinations. School laws and sj^stems will also be reviewed. 
In short the purpose will be to give a complete knowledge of the de- 
tails of the teacher's profession and the general knowledge of this sci- 
ence of ediication, as well as something of the philosophy of learning 
and imparting. 

THE STCCOXn COURSE 

will require a preparation equal to that required for a state certificate. 

1. A higher test in English composition, say an essay of three 
.hundred words on ijome school topic assigned by the examiner at the 
time, and prepared for the press. 

2. Grammatical analysis of sentences and prosody, with the philoso- 
phy of the parts of speech, and . etymology of words, as well as an 
analysis of idioms. 

3. Algebra as far as quadratics and binominal theorem, and plane 
geometry. 

4. History of tJnited States, with considerable minuteness as to the 
revolution and its principles and those of the war of 1812, and our 
civil war. Also the history of England in brief as to the period of 
discoveries and settlements, the revolution of 1G88. and the reform bill 
of 183-.. 

5. The several branches of natural history, as botany, zoology, phy- 
siology, with a fair degree of thoroughness. This will include the 
classification and definitions, and an ability to determine genera and 
species. 

6. Natural philosophy and astronomy in theil* common principles 
and important applications, and chemistry so as to be able to explain 
the phenomena of combinations and analysis of the common salts, and 
in addition the theory of electricity, magnetism and heat. 

This examination will be a fair test of the ability of the 
student to acquire knowledge, and of the facility he may have to 
communicate information. With this he will then enter on a higher 
course of reading, and will have lectures, taking perhaps Rosenkrantz 
as the basis of comment and exemplification, and giving more full and 
particular attention to the • various modes of teaching the several 
branches, and to the philosophy of governing and inspiring by motives 
adapted to different ages of the scholar. 

THE tHIKD COURSE 

will have requirements the same as the second, adding latin grammar 
and ability to translate Cicero and Virgil with clearness and grace, and 
in mathematics, trigonometry and surveying and logarithms. 

Rhetoric, logic, mental philosophy will be considered in these courses 
of study and lectures on these as well as on elocution and English 



51 

literature. History will come in for its share of attention and some- 
thing of criticism and philosophy. Opportunity for chemical work in 
the laboratory, so that one or even three years may be profitably filled 
with the business of the course. And further, there- will be instruction 
and practice in taxidermy and dissection, in mounting specimens and in 
arranging and classifying and systemizing the knowledge acquired. 

We olfer this course to the public as our contribution to professional 
education proper, and are ready to meet the demand for such a begin- 
ning of higher normal training. If young men and young women will 
enter on it with enthusiasm, we can carry them along this very impor- 
tant line of work, so that they shall enter on their life duty with 
better habits and better promises of success. They will have taken 
time to revise what they have learned with a special view to putting 
their minds in the best condition to impart it to others. And further, 
they will have joined themselves to a living body of fellow workers, 
enthusiastic in the cause of education, and will in part be inspired and 
included with the strength of all. The community now looks to law- 
yers, as a body, for opinions and leadership, when constitutional ques- i 
tions are discussed; to ministers when ancient faiths are in Jeopardy and 
when the foundations of morality are undermined; to their physicians 
when plagues and pestilence are let loose among men; and should ihej 
not turn to teachers when ignorance and vice league themselves in 
shameless disregard of human interest and right? Should not these be 
trained in their professional duties and massed together so as to be 
able at all times to mind the same things and walk by the same rule'? 
Education is among the most profiting things in the community, and 
the most sacred interests of society are not above it. It needs de- 
fenders and allies quite as much as our army or navy needs officers. 
What v\'e propose will aid the comirionwealth to mass and drill these 
intellectual and moral leaders and train them into skill and wisdom. 
Our schools are for the education of the ofl^spring of the wdiole land. 
Our children are our noblest possessions, and chiefl ." because of what 
we can make them to become. Let us not entrust them to igiiorant 
teachers, nor to those wholly inexperienced in the work of their calling. 
They can be educated rightly only by the best men and women of the 
nation, and these the best trained of any scholars in all the land. 
The best of teachers educated in a full knowledge of human nature and of 
science and practiced in their noble calling, will hardly cost more than infe- 
rior ones. The price of a first rate m-an or woman, to teach all branches 
well will not exceed $7.50 a year for a whole district -containing forty 
scholars, and he will teach all these and several of the higher ones. 
An inferior teacher will cost not less than 83.50, and will neither teach 
all branches nor teach them well. When this district wants a scholar 
well taught or trained in higher studies, he must "be sent from home 
at great cost and danger. One scholar sent from the home exposed to 
many temptations, will cost $250 a year. Is it not cheaper for the 
district to hire the best teacher and educate the children at home till 
they are well up in knowledge? 

This contribution we propose to make to the prosperity of Southern , 
Illinois — to give to it teachers who can at a compai-atively small 
cost, educate its children at home, and better than they could be 
educated abroad at a large cost. And we are seeking also to, make 
those teachers out of the children of this section of the state. We 



62 

cannot but flatter oursoives that this is a Avork of patriotism, and the 
results of our four years work as teachers in this University appear to 
OS to have been higjhly usefiil. In the more than five hundred whom 
we have, in part trained, and who have tauglit in the schools of tliis 
locality, vre think we have some proof of the benefit of the school. 
Not all of these have been good teachers. It would be an anomalous 
state of affairs, in this imperfect world, if five hundred persons should 
be found going from one place for one duty and every one a success. 
But the large majority, by the testimony of directors and parents of 
children, have succeeded, to a greater degree than has been common. 

These few woi'ds are said in order to explain our work and its ef- 
fects. We desire to be judged by our fruits. All we do is. open to 
tlie public. Many of the people have sent children to us and visited 
our schools. We are grateful for all the favors v.'e have received. We 
trust for a more hearty co-operation. We are proud that ours is a 
school for tJie people, and we have not a doubt but that they will de- 
mand its continuance and liberal support. Yearly it will grow and 
the discipline it Avill give will be better, and the advantages derived from 
it will become of more value to those who atte'-id. 

Appended are reports from the professors of the several departments. 
These touch many points of interest and suggest many ideas valuable 
to the cause of education. 

In accordance with an opinion of the faculty I recommend that the 
fall term be continued fifteen Aveeks, so as to bring our Christmas re- 
cess at the end of it. This will make it necessary to diminish the 
number of Aveeks in the other terms. As the harA^est season each year 
has seriously interfered with the examinations at the close of the year, 
and as the present year more than half of our students have been 
called home for farm labor, I suggest that the following changes be 
made in our arrangements. 
f' Fall term to begin second Monday in September and continue fif- 
teen weeks. Recess of two weeks, the holidays. 

■Winter and spring session to begin second Monday in January and 
continue twenty Aveeks. 

Summer session for special natural history work and institute, third 
Monday in July, five weeks. 

Rates of tuition ought to be modified as folloAVS, viz : 



Fall tuition $9 Incidental . 

Winter tuition 6 " 

Spring tuition 6 " 

Special tuition 5 " 



The following persons haA'^e passed through our course of studies and 
after careful inquiry and proper examination are recommended as can- 
didates for graduation and the award of diplomas, viz : 

IN THB CLASSICAL COURSE. 

Miss Delia Caldwell, Mr. Charles E. Evans and Mr. John T. Mc-| 
Anally. 

IN THE SCIENTIFIC COUKSE. 

Mr. Alva C. Courtney, Mr. James A. Hanna, Miss Orcelia B. Hill-I 
pian, Miss Sarah E. Jackson, Mr. George Kennedy, jr., Miss Mary C.j 



53 



McAnally, Mr. ICdward R. Pierce, Mr. Richmond Plant, Mr. Edward 
H. Robinson, Mr. David G. Thompson. 

Respectfully submitted in behalf of th'e faculty. 

ROBERT ALLYN, Principal. 



DEPARTMENT OF NATURAL HISTORY. 

Carbondale, 111., June 10th, 1818. 
Dr. Robert Align, Principal Southern Illinois Normal University: 

Dear Sir: — During the term which is now closing I have had under 
my charge four classes ; one in botau}'-, two in geology and one in 
zoology. The two in geology were in reality parts of one cla;is, but 
on account of conflicts in' studies, reciting at different hours. 

In botany there were 49 niembers, but IG of these were transferred 
to the second or B class in botany under Professor Parkinson ; 4 were 
excused from recitation at their own request, sufficient reasons being 
given. This left a class of 29 members, most of whom were very reg- 
ular in attendance to the close of the term. 

Counting the two geology classes as one, tliere were seventeen 
members, all very regular In attendance until the graduates were ex- 
cused after the second monthly examination. 

In the zoology class twenty seven members entered, but three of 
these were afterwards excused by request, leaving a class of twenty- 
four members, most of whom were regular in their attendance until 
near the close of the term. 

The botany class progressed well, and all except tAvo will pass on 
their grades. 

In geology the progress was more than usually satisfactory, not a 
single member failing to pass. 

In zoology the case was quite different; the attempt was made to 
have the class study topics, as our text book is too extensive for one 
term's work, but a large portion of the class consisted of new students 
who were unprepared for this kind of work, the consequence has been 
that not more than one-half the class will pass. Still I believe they 
have a more general and comprehensive knowledge of geology than 
they would have obtained by following closely the text book, ar;d 
perhaps received even higher grades. 

CYRUS THOMAS, Prof. Nat. Sci. 

Carbondalb, Illinois, June 11, 1878. 



Dr. Robert Allyn., Principal Southern Illinois Normal University : 

Dear Sir: An additional matter I have to report to you in ref- 
erence to the museum may be briefly stated as follows: 

During the year, three floor and two wall cases have been completed 
and are now in use. The floor cases are used as follows: One of the 



54 . 

siiialler for iJ^cologiral specimens and Indian relics; the middle and 
larger- for minerals; tlic other small one miscellaneous specimens. The 
lA\'o Avail cases arc devoted entirely to birds, and have been neatly ar- 
ranged by Prof. Parkinson, who has undenaken the taxidermy for the 
muscTim, and has Avorked it with an enthusiasm which deserves great 
praise. A number of additions have been made to the museum, of 
•Indian relics and specimens of natural history. As soon as I can 
obtain time to do so it is my intention to prepare a detailed cata- 
logue of all the specimens and contributors, but this cannot be done 
until the names of the natural history specimens have been determined. 
In addition to the contributions several important things, as typical 
birds, skulls, etc., have been purchased. 
Very respectfully, 

CYRUS THOMAS, Curator. 



DEPARTMENT OF ANCIENT LANGUAGES. 

Annual summary of the classes and work in this department for 

1877-78. 

PALL TEEM. 

One class in Greek Rudiments 6 Pupils. 

One class in Caesar and Latin Grammar 18 '• 

One class in the yEneid of Virgil 7 " 

One class in Zenophon's Anabasis 7 " 

Two classes in Latin Elements, A and B 38 " 

AVINTEE TEEM. 

One class in Greek Rudiments and Grammar 6 Pupils. 

One class in Caesar and Sallust 13 " 

One class in Cicero's Orations .^ 7 " 

One class in Memorabilia of Socrates 7 " 

Two classes in Latin Reader and Grammar, A and B . . 38 " 

SPEING TEEM. 

One class in Zenophon's Anabasis 6 Pupils. 

One class in Sallust's Catiline 13 " 

One class in Tacitus de Germania 7 " 

One class in Homer's Iliad 6 " 

Two classes in Latin Reader, and Grammar, A and B. .. 28 " 
Total 18 classes and 207 pupils. 

The students of this department have evinced a commendable zeal 
and earnest desire to make progress in their studies. They have 
generally done well, have been prompt orderly students, and success- 
ful. The grades attained by a large majority from daily recitations, 
monthly written examinations, and terms standings, have been creditable. 
Most of the students in this department have passed to higher studies. 
A few, whose attendance and habits of study have been so irregular, 



.^5 

liave gTades that will not admit tlierri to advanced classes. Several 
students bave been called home by their parents, and have thus in- 
terfered with the amount and progress of class work. 

Tlie classic course includes three years in the Latin and two and 
two-thirds of the Greek. Its desig'n is to prepare teachers for the 
high schools of the state. The English language, as is well known, 
is a mixed tongue, embracing words from all the principal languages 
in the world. The classical elements in our language are so numerous 
that they form the basis of not less than fifty thousand derivative 
words. They are so generally interwoven with the composition and 
etymology of English roots, that a knowledge of them is absolutely in- 
dispensable to a thorough understanding of our own vernacular. The 
teacher of the English language, who is familiar with the historic and 
philologic etymology of the Latin and Greek, is all the better qualified 
for efficient ^^^ork. 

Added to ray duties of school and recitation room, I have performed 
the labor of the registrar of the institution; have enrolled carefully 
the names of all the students of the different terms, giving date of 
entrance, residence, parent's or guardian' name, date of birth, .nativity, 
etc., and have transcribed the same to the University records; ha-\e 
collected all tuition and incidental fees, and have transferred the same 
to the treasurer of the institution. I have prepared all proper 
vouchers in duplicate, and issued all money orders on the treasurer 
for the payment of all bills of incidental expenses and other indebted- 
ness, and have kept an account of amounts received and paid out, aTid 
have performed such other duties as percain to the duties of the olfice 
of the registrar of the University. 

Respectfully submitted, 

CHARLES W. JEROME. 



DEPARTMENT OF HIGHER MATHEMATICS. 

The following is a summary of the work in this department for the 
year 1877-78. 

Elementary algebra, E, three classes, 93 69 35 

^ '' I), two '' 30 29 17 

Higher algebra, C, one class, 32 31 20 

" '" B, one " 30 23 19 

A, one " 18 17 13 

Geometry, B, two classes, 21 16 11 

A, two " 22 19 15 

Trigonometry and surveying, one class, 12 11 10 

General geometry, one class, '. 10 10 10 

Calculus, one class, 5 5 5 

Practical pedagogics, 30 27 27 

Aggregate, 312 257 182 



56 

Eacli of the classes in the foi-eofoing statement continued for one 
term. Column (l) shows the number enrolled: column (2), the number 
at the close of the term; column (.S), the number successful in their 
■work. 

Prof. Parkinson taught one of the classes in geometry during the 
fall term. It was a class of three preparing for the trigonometry. For 
the same term T had charge of the pupils in the normal hall one hour 
each day, and joint charge with Prof. Hillman during the time of 
spelling. 

The trigonometry and surveying required two hours each day. The 
calculus is an elective study. 

The membership of the classes in this department was larger by fifty 
per cent, than it was last year, but has not been succesoful in quite as 
large a ratio, though the larger number passed, as will be seen. 

The following outline will show what each of the classes named in 
the tabular statement has studied. 

ELEMENTARY ALGEBRA. CLASS E. 

Literal notation; addition, subtraction, multiplication and division; 
use of the parenthesis; factoring; divisors and multiples; fractions; sim- 
ple equations of one unknown quantity. 

ELEMENTARY AL(5EBEA, CLASS D. 

Ratio and proportion; simple equations with two and with three un- 
known quantities; fractional and negative exponents, radicals; quadratic 
equations. 

HIGHER ALGEBRA, CLASS C. 

Literal notation; addition, subtraction, multiplication and division; 
factoring; divisors and multiples; fi'actions; powers and roots, including 
radical quantities. 

HIGHER ALGEBRA, CLASS B. 

Simple equations with one, with two, and with more than two un- 
known quantities; ratio, proportion and progression; quadratic equa- 
tions; inequalities. 

HIGHER ALGEBRA, CLASS A, 

Indeterminate coefficients; binomial formula; logarithms; indetermi- 
nate equations; interpj-etation of equations; general review. 

• GEOMETRY, CLASS B. 

Rectilinear figures; the circle; proportional lines and similar figures; 
comparison and measurement of the surfaces of rectilinear figures. 

GEOMETRY, CLASS A. 

Regular polygons; measurement of the cii'cle; maxima and minima 
of plane figures; planes and straight lines; solid angles; polyedrons; 
cylinder, cone and sphere. 

TRIGONOMETRY. PLANE. 

Solution of plane triangles, etc., with special application to land 



57 

surveying; actual use of sui'veyor's transit and chain in making ex- 
anaples. 

TRIGONOMETRY. SPHERICAL. 

Solution of spherical triangles, with special application to the sur- 
face of the earth. 

GE2fEBAL GEOMETRY. 

The determinations of the equations of the straight line, the circle, 
the parabolo, the ellipse, and the hyperbola, and the geometrical prop- 
erties of these lines. 

CALCULUS. 

Definitions and notation; differentiation of algebraic, logarithmic, ex- 
ponential, trigonometrical and circular functions; successive differentia- 
tion and differential coefficients; functions of several variables and par- 
tial differentiation; development of functions; evaluation of indetermi- 
nate forms; maxima and minima of functions of one variable. 

PRACTICAL PEDAGOGICS. 

School site; arrangement and advantage of school grounds ; plans 
for graded schools ; objects of graded schools ; studies for the differ- 
ent grades ; school houses, furniture, apparatus, apparatus and records ; 
temporary and permanent organization of the school ; objects of study; 
proper and improper incentives to study ; modes of study ; cliai'acteris- 
tics of the student ; objects and requisites of the recitation ; preparation 
for and methods of conducting the recitation ; school ethics ; rewards 
and punishments ; means of correcting and of preventing disorder. 

School law; appointment, dismissal, qualifications, examination, licen- 
sure, and condition of payment of teachers, and such other matters as 
directly relate to their work. 

Respectfully submitted, 

JOSEPH HULL. 



REPORT FOR THE DEPARTMENTS OF PHYSIC AND 
CHEMISTRY. 

During the past year, three classes have been taught in natui'al phi- 
losophy. The one in the fall term being "Third Year Normal" used 
as a text book, Norton's " Natural Philosophy," supplemented by many 
practical problems. The class taught during the second, or winter 
term, was of a lower grade than the above, using as a text book 
" Cooley's Elements." The design of this kind of work is to prepare 
pupils for exaLnination as teachers in our public schools ; also to pre- 
pare them for the higher grade of study in the normal department. 

The class which has beem taught the past term is styled the " Teach- 
ers' Class ; " designed for many compelled to teach the first and second 
terms; and who can attend our school only in the spring term. From 
the fact that many who enter this class have never taken any element- 
ary work the grade is an intermediate one. 



58 

The facilities for giving instruction in this department are much im- 
proved since Uist year, by tlie addition to our a[)i)aratu.s of a s})ectro- 
scope, a compound blowpipe, and the introduction of gas into our 
building. Tlie gas is perhaps of more convenience and economy to 
the departments of chemistry and physics than to any others. Form- 
erly, alcohol was our only source of licat for work in the laboratory 
and on the lecture table — which proved very expensive, and at times 
very inconvenient, especially in the use of compound blowpipe an ' 
sciopticon. In fact, the introduction of gas into our building has 
opened a new era in these two departments ; and so highly are the 
advantages appreciated, that we take this opportunity of expressing 
our gratitude to the board of trustees for such an. acquisition to our 
facilities now quite complete for doing successful work. 

Chemical analysis has been carried on during the entire year. By 
TTieans of the Buftson burners the woi'k in this line is made much 
more pleasant and rapid. With this exception but little change has 
been made since last year. The same guide book — Johnson's transla- 
tion of Fresenius — is used. In addition to this each pupil has bafore 
him a diagram of method of procedure taken from Atttield's Chemis- 
try. A number of private anal3^ses have been made; one of some 
mineral waters from Georgia; several for Dr. Robarts. 

Since there is no elementary class in descriptive chemistry, the 
work done in one term is necessarily hurried and unsatisfactory. To 
meet this difficulty it is recommended that a less extensive work be 
used in the above class, and require all graduates in the scientific 
course to take one term's work in qualitative analysis. This need not 
occupy more than one hour per day in the laboratory, yet it would 
supplement their previous study of chemistry as to make them much 
better teachers of chemistry. 

As our course is now arranged but one term's work is requii-ed, 
which is giving less time to this branch of science than is given to 
any other except that of geology. 

To carry on the qualitative analysis necessitates some little expense 
in the purchase of chemicals, etc., yet during the past year it has 
been very light indeed. Only such subjects and examinations have 
been presented as seemed of the most practical value. Our principal 
outlay heretofore has been for alcohol, but by using the Bunsen 
burner instead of the spirit lamp a great saving will be made. 

The class in descriptive chemistry was taught in the winter term, 
using Youmans' text book. This book has proved rather too voluminous 
for our class of pupils without some' elementary work. It is now con- 
templated that a change will be made to that of " Norton's Elements 
of Chemistry." By requiring an additional terms's work in qualitative 
analysis to follow this, the knowledge of chemistry acquired will be 
much more satisfactory than at present. 

Desiring that our pupils be as far as practicable familiar with the 
new iuA^entions of the day, a telephone has been rented, the lease ex- 
tending from March 9th!i 1878, to March 9th, 1879. While this in- 
strument may not be a permanent one in our list of apparatus, so 
much interest has been attached to it that it is considered of great 
advantage to the department. 

Before closing this report attention should be called to the fact that 
both our physical and chemical apparatus are being injured by ex- 



59 

posure to dust which necessarily accumulates upon them unless pro- 
tected by suitable cases. 

The following is a brief summar}^ of the classes taught in the de- 
partments referred to ; also of classes belonging to other departments : 

FALL TERM. 
CLASSES. MEMBERS. PASSED. 

Advanced IsTatural Philosophy 28 18 

Analytical Chemistry 5 5 

Rhetoric '. . 20 .14 

Geometry A . . 3 3 

WINTER TERM. 

Desci'iptive Chemistry 14 11 

Analytical Chemistry 3 3 

Elementary Natural Philosophy 68 40 

Arithmetic B 34 1 G 

SPRING TERM. 

Teachers' Natural Philosophy 44 30 

Analytical ehemistrv 5 5 

Botany B ' 22 15 

Physiology 41 32 

In addition to the above work charge has been had of a part of the 
spelling with regard to correcting books and keeping a record of work 
done. As the system of spelling has been explained in other reports 
nothing farther seems necessary. 

Respectfully submitted, 

D. B. PARKINSON. 



Robert AUyn^ LL. D., Principal Southern Illinois •N'ormal University : 

Sir : I herewith submit reports for the departments of SnglL^h lit- 
erature, elocution and reading, vocal music and physical culture in the 
order of their mention. 

I. 

ENGLISH LITERATURE. 

During the year just closed the class in this delightful branch of ed- 
ucation has, for the first time, jbeen under my tuition. 
The enrollment has been as follows : 



1 st term 

2d term 


28 

. . . . 25 


left class 


3 

4 

1 

8 


passed 


20 

17 


3d term 


20 


19 


Total 


.... 73 




. . .. 56 



It has been our primary object to awaken and foster in the minds of 
the students a love for the best books, and to this end copious extracts 



60 

and selections from the best authors have been read orally, by myself 
or members of the class, their beauties noted and sources of strength 
pointed out. 

The chief text book has been "Shaw's Outlines," but Rolfe's edition 
of "Julius Cffisar" and of the poetical works of -'Goldsmith," have 
been used with good results. 

The pupils have with scarcely an exception shown an earnest inter- 
est in their noble language and its grand literature, and a desire by the 
study of the best models of English prose and poetry, to improve and 
reline. their taste and acquire for themselves a correct English style. 
They have been often required to furnish essays on carefully studied 
topics, and thus have acquired facility in the use of language so essen- 
tial to the formation of good style. 

II. 

ELOCUTION AND READING. 

There has been but one class in elocution during each terra of the 
year, and the enrollment has been as follows : 

1st term 35 left class 2 passed 31 

2d term 26 " 7 " 1 7 

3d term 35 "• 12 "■ 12 

Total 96 21 60 

In class A in reading there were enrolled : 

1st term 27 left class 3 passed 23 

2nd term 39 " 11 " 23 

3rd term 25 " 11 " 14 

Total 91 25 60 

In class B were enrolled : 

1st term , 32 left class 6 passed 22 

2nd term 31 " 5 " 23 

3rd term 8 " 4 " 4 

Total 71 15 49 

In class C, which continued for only one term when it was merged 
into class B, there were enrolled 18; left class, 6; passed, 9. 

The average number of pupils per term enrolled in this department 
is 92,ii^and in this and the department of literature, 116^. 

The enrollment by terms is 349, an increase over last year of 27. 

I regret to have to say that many of those who come under my tui- 
tion come not only with much to learn, but worse still, with much to un- 
learn. Bad habits have been formed which have to be eradicated. 
Tones, inflections, emphasis and manner, are unnatural while reading, 
and are in marked contrast to those used in unpremeditated conversa- 
tion. Oral reading biings into exercise two sets of faculties, viz : The 
receptive, by means of which the author's exact meaning is appre- 
hended ; and the expressive, through the agency of which the thoughts 
and feelings of the author are communicated to another. The chief 
reason why the majority of teachers fail in teaching the important art 



61 

of reading is because they permit their pupils to attempt expression of 
thoughts not clearly conceived by the mind. The receptive faculties 
must have been so trained on a selection, before the expressive are 
brought into exercise, that when the work of communicating thought, 
feeling and purpose to another mind, through the eye and ear, is be- 
gun, the former may do their work unconsciously, and the whole soul 
be given to the latter. First, understand, then express. It does by 
no means follow that one who can grasp intellig'ently the author's 
meaning can adequately express that to another. The agencies of ex- 
pression — voice and action — may both be inadequate to the task. The 
ability to comprehend thoughts and feel emotion, and ability to ade- 
quately communicate them to another are different things. But it 
does follow that without a clear conception of that which is to be 
communicated the most cultivated voice and expressive manner are vain. 
Too much emphasis cannot be given to this point. 

Thorough attention is given to the elements of speech, and the or- 
gans are carefully trained in their formation ; first simply, then in their 
simpler and afterward in their more difficult combinations. 
Articulation is to the ear what clear type and legible writing are to 
the eye. It is the first requisite for a good reader. Webster's sys- 
tem of notation is taught and the intelligent use of the dictionary as 
a guide to exact pronunciation is made possible. Classes of words 
commonly raisprouoimced are made the subject of special drill. Pro- 
nunciation is to be accurate without affected preciseness. Breathing 
exercises are practiced to increase capacity and develop mobility of 
chest, and that students may gain control of the current of air during 
expulsion. The voice is cultivated, its good qualities strengthened, its 
bad suppressed. Proper attitudes are insisted on, and proper manage- 
ment of person and countenance is required. Good habits must be 
formed; rules alone are of no value; no one reads well by rule, though 
all good readers read according to rule. The elements of expression 
are separately considered and their application in the communication 
of thought is exemplified and practiced. Reading in a very high de- 
gree is an. imitative art; hence it is our earnest desire that those who 
are to go out from the normal to teach the youth of the state the art 
of reading and speaking well, should themselves be good readers. In 
all classes attention is given to methods of instruction, and the vari- 
ous methods — word, sentence, sound and alphabet — are exemplified and 
discussed; but especially in the higher grade? does methodology receive 
attention. It is hoped that a portion of 'the work now being done in 
my department will be done in the public schools. The progress of 
pupils under my care, while not all I could wish, has been on the 
whole satisfactory. 

III. 

VOCAL MUSIC. 

The work in this department has been more successful and satisfac- 
tory than for any previous year. All students who fail to pass a 
thorough examination are required to present themselves .for enroll; 
ment. 

The number now enrolled is about eighty per cent of the whole 
number of students in the University, and is divided into six sections, 



62 

and each section again into two divisions. Each division devotes one 
liour each week to the study. Tlie pupils are not requii-ed to purchase 
books, but probably as many as three-fourths of them do so. 

The nornuil section has boon under ray immediate instruction, while 
the other sections have been taug'ht by pupil teachers, as follows: Sec- 
tion two by J. 1). R. Watson, assisted a portion of the time by W. E. 
Mann. Section three by J. A. Lowe, assisted by Misses Mary Stone 
and Delia Caklwell. 

Music is taught regularly and systematically, and is not made a 
means of pleasure and relaxation only, valuable as it is for such pur- 
poses, but also of discipline and culture. It has been thought best, un- 
der the conditions v/hich now prevail, not to attempt to lead the pu- 
pil over too much ground, but to rather aim at teaching thoroughly the 
rudiments of the science. Our work, and that of the conservatory of 
music is, and should be, different. Some of the points which receive 
attention are the following: Attitude, management of breath and pro- 
duction of tone, measurement of time, distinctness of enunciation, and 
musical expression; and our students are made to know the score. 

The coming teacher will sing. His pupil will have around him the 
refining and elevating influences of this humanizing art, enriching his 
voice, perfecting his articulation, educating his eye, improving his ear, 
and developing and purifying his taste and imagination; while the 
teacher will have its potent aid in making the school room a place for 
the exercise of all noble faculties, whose stillness is broken only by 
pleasant voices, and where discord never comes. He, then, who is fit- 
ting himself to teach must learn to sing, and how to teach singing. 
Then will his pupils be taught. And if the little pilgrims who come 
under his tuition are sent forth into the great world with voices like 
a peal of joy-bells, with melody in their hearts, with songs on their 
lips, how much of its grief will they charm away, and how much less 
rugged will the way seem to their feet! 

I respectfully recommend that all students of the norro.al depart- 
ment be imperatively required to study this branch, while for the pu- 
pils of the preparatory sections it may be made optional. My reason 
for this is that the classes are now very large and unwieldly, and no 
instruments are available but for one section. 

IV. 

PHYSICAL CULTtJEE. 

I am happy to be able to state that the beneficial effect of the calis- 
thenic exercises uj^on health and carriage is so apparent as to have 
been clearly perceived by the pupils, who, with but one or two ex- 
ceptions have participated in and enjoyed these exercises. It is worthy 
of remark that here, as in Germany, the only- objections to them come 
from the mothers of young ladies, who must be imperfectly acquainted 
with the kind and amount of exercise required. The time allotted to 
this is but eight minutes, and the exercise is followed by a fifteen 
minutes' recess. 

Physicians charge, and we believe justly, that no class of men are 
more ignorant of the laws of health (if they are judged by the shat- 
tered physical constitutions too often of the young men and women 
sent from their school rooms into the world) than teachers. 



63 

It is a terrible charge, and tlie most terrible part of it is its truth. 

Mind and body, though mysteriously, are intimately related and 
mutually dependent; and that system of education which provides for 
the culture of the one to the exclusion or neglect of the other, is 
■WTong. 

Hand in iiand with the development of the mind must go the de- 
velopment of the body. A student with a strong brain and weak and 
siclilv body is, to borrow the words of a learned scientist, like 
Hercules out upon the ocean in a leaky and rotten boat. 

In these exercises we have-not so much endeavored to secure to the 
student great strength of body and limb, as to preserve and promote 
health, increase capacity of chest, and develop symmetry of form and 
ease and dignity of bearing. 

Our efforts have been attended with a good degree of success. 

The substitiition of the piano for the organ has added spirit and in- 
terest to the exercises. 

The large rooms in the basement were intended for gymnasiums, 
and it is i-ecommended that they be fitted up as such. The cost 
would be slight and the results good. 

Very respectfully submitted, 

JAS. H. BROWNLEE. 



DEPARTMENT OF PHYSIOLOGY, HISTORY AND GEOGRAPHY 

7'o the Board of Trustees of the Southern IlUnois N'ormal University: 

Sir: . During the year nineteen classes have been taught in this 
department, distributed as follows: Nine in geography, one in physi- 
cal geography, "one in ancient history, one in modern history, three in 
the History of the United States, three in physiology, and one in 
meteorology. These branches have been pursued by 4V7 students, 
distributed as follows: Geography, 184; physical geography, 24: ancient 
history, 17; modern history, J 3; history of the IJnited States, 123; 
physiology, 92; meteorology, .24. Only 266 students out of the 477 
obtained grades sufficiently high to entitle them to pass in their work, 
but 145 additional students who were called home, would without 
doubt have passed had they remained to complete their studies. 

Of the classes mentioned above, two in geography have been taught 
by Mr W. F. Hughes and one in ^ the histoiy of the United States by 
Mr. Thomas Brown. To both of these young men I am greatly in- 
debted for earnest and faithful work performed in conducting the 
daily recitations of their respective classes. By the request of Prof. 
D. B. Parkinson, one large class of physiology was assigned to him early 
in the spring term. This was done to relieve this department of some 
of the greatly increased work, which during this term falls to it in 
consequence of the large number of special classes formed for teachers. 

In addition to my regular work, I have throughout the school year 
spent one hour daily in charge of the s tudents in the normal assembly 
hall, and have shared Math Prof. D. B. Parkinson the supervision of 
the spelling classes. 

The work of attending to the meteorological observations three times 
daily, which ^ belongs to the teacher of this department, has been tern- 



C4 

porarily assigned to Mr. John Sims, wliose faithful and earnest at- 
tention to the many little details entitles him to much credit. This 
work requires the observer to be prompt, instant in season and out of 
season, to be at the instruments at the very moment of observation, a 
sino-le minute's delay vitiating more or less the results, and besides 
tliis the work of making the various corrections in all the observed 
instrument readings requires much skill and accuracy, and it is due 
Mr. Sims to say that he has not been absent from h's post a single 
observation, nor has made any serious blunder in his calculations since 
he has taken hold of the work, notwithstanding the fact that he has 
not received any pay for his services, either from the state or from 
the United States. 

More attention than ever has this year been paid to the work of 
preparing pupil teachers of the "teachers" classes in history and 
geography for their future duties. It has been an especial aim to 
make, if possible, every recitation tend in this direction. From time 
to time various methods of class drill have been introduced and their 
merits and effects fully discussed. Pupil teachers, after considerable 
training, have been from time to time called on to conduct classes, 
taking for the time being entire charge of the class, even to the re- 
cording of grades. This drill, together with subsequent suggestions, 
has been of considerable utility, not only to the one conducting, but 
also to those composing the class. It is of course to be understood 
that this particular drill in this department is additional to the 
regular, systematic study of " the science and art of teaching" pursued 
elsewhere in the University, under the charge of teachers, devoting 
the chief part of their time to this work. 

Of the classes in physiology and anatomy verj' little need be said. 
They have this year been unusually large and more than ordinarily 
interesting. By dissections of small animals, the use of t&e micro- 
scope and a few anatomical models and plates, much enthusiasm has 
been created. Much credit is due Mr. George Kennedy of this year's 
graduating class, for preparing a considerable number of specimens of 
various secretions and tissues of the human body, suitable for the 
microscope, which have been used with good results in teaching 
histology. 

Respectfully submitted, 

GRANVILLE F. FOSTER. 



UNIVERSITY LIBRARY. 

In the library of the University there are 2,400 magazines, school 
and college catalogues, reports, etc., many of these being full volumes 
and 2,800 bound volumes, making a total of 5,200. 

Since the last year's report, the library has been much improved. 
Considerable expense has been laid out on shelves and ample room is 
now afforded for several thousand volumes. During the year the libra- 
rian, following out the suggestions of the principal, has made a com- 
plete card catalogue of all books. In this work the whole two week's 
holiday at Christmas and for three months thereafter, three hours per 
diem were spent in this work. The libi'arian is imder very great ob- 



66 

X 

igations to several members of thv faculty for great assistance in cat* 
aloguing and arranging books. Since Febi'uary Ist, Mr. Charles Ilnll, 
a student of the University, has acted as assistant librarian, and in this 
capacity has performed satisfactory and valuable work. 

The plan of cataloguing is as follows: Cards are taken and divided 
in the following classes: First, Title Cards. Second, Author Cards. 
Third, Subject or Index Cards. The first are used for the title-pages 
of the books, the second for the name and title of the author, and tiio 
third for the subjects as presented in the table of contents. 

These cards are placed in throe different bureaus, containing drawers, 
alphabetically an-anged — one bureau being devoted to the author cards, 
one to the title cards, and the other to the subject or index cards. By 
this arrangement any one visiting the library is enabled to ftnd any 
book in the library, if the title, author, or even any subject whatever 
treated in the book be known. 

Before the close of iS77, a thousand volumes were added to the 
library, the expense being paid out of the appropriation set apart for 
the purpose by the last legislature, and at tl^e beginning of the present 
year sets of all the school and college text books used in the United 
States were donated to the library, each book-publishing hour'e fur- 
nishing an entire set of its text books. This liberal donation, together 
with many books from private sources, has furnished the library with 
many such volumes as teachers constantly need. 

Respectfully submitted. 

GRAK^aLLE F. FOSTER. 



DEPARTMENT OF ARITHMETIC AND ASTRONOMY. 

Annual summary of classses and work in this department for 16'7 7— S; 

Total number of classes IS 

Aggregate number of pupils in classes 446 

FIRST TERM ARITHMETIC. 

D Class -. 12 pupils. Passed 7 

C Class 27 - " 14 

( Section 1 30 " ••' 2:\ 

B\ " 2 26 " '^ 12 

( " 3 29 " " " IR 

Total 124 74 

SECOJSiD TERM ARITHMETIC. 

D Class 13 pupils. Passed 9 

C Class 36 " " 2 J 

( Section 1 37 " " 20 

B-l " 2. . 40 " '' 23 

( " 3 29 " " 15 

Methods 10 " " 7 

Astronomy 19 •' " 17 

Total 190 112 

5 



66 



THIRD TERM ARITHMETIC. 



D Class 12 pupils. Passed. 8 

C Class 20 " " 12 

B Class 24 " " 17 

E Class 22 " " 3 

A Class 22 " " 13 

Special Class 32 " " U 

Total 132 67 

Over seventy-five per cent of those who failed to pass, left school be- 
fore the final examination; the second term on account of the very 
early spring, and the third term on account of the early harvest. 

During the second term one class in arithmetic was kindly taught 
by Professor Parkinson, and a class in primary arithmetic by Mr. 
Charles E. Evans, a member of the graduating class; and the third 
term the same class was taught by Miss Mary C. McAnally, also a 
member of the graduating class. 

The aim sought to be obtained in arithmetic has been rapid and ac- 
curate work, a clear understanding of principles, and an ability to ex- 
plain in appropriate language the reasons and processes of the rules. 

The students of this department, like those of other years, come to 
it, with minds undisciplined, the statements of the text book are taken 
for granted, without thought or reflection, and the most difiicult part 
of our work is to awake the dormant energies of these minds, and 
secure independent thinking. It is in the elementary branches that 
the hard work of mental training has to be done. It is discipline 
here that makes thorough students by laying a permanent basis upon 
which to build. It is here the mind must be fitted for vigorous, 
manly action, and it is here it must be trained to marshal 
its faculties, powders and energies, and have skill and precision in the 
use of them. A student with a mind thus trained, can go successfully 
to the higher branches of learning, or with the addition of a few 
months professional training, go forth and do good service in the 
schools of the state. 

Astronomy was taught by lectures and text-book. The constellations 
and important stai's, by observations of the heavens. A telescope, 
which has been added to the apparatus of the department, assisted 
very much in giving interest and profit to the night sessions. The 
moons of Jupiter were as plainly seen as are the stars in the night 
time; nebulre were resolved into stai's, and the transit of Mercury, on 
the 6th of May, was distinctly visible. There has also been added to 
the department a heliotellus, by means of which more than sixty 
astronomical j^henomena may be illustrated. A tellurion, invented by 
Prof. Joseph Troll, of Belleville, has been bought and used to profit. 

During the second and third terms of the year, I have had charge 
of the normal hall at the spelling hour, and attended to the pronun- 
ciation of the words, in which I have been assisted by several of the 
pupils. The aim has been to spell one thousand words a term; nine 
hundred and ninety of these must be spelled correctly to pass the stu- 
dent in the term's work. This arrangement enables us to spell 
three thousand words during the year, very nearly the number used 
by any one of most of the public speakers and writers. 



67 : 

The correcting and recording of the grades of the students spelling 
has been attended to by Professors Parkinson and Foster, assisted by stu- 
dents. It has been the endeavor, as far as practicable, to have the 
students do the work, to better fit them for school duties hereafter. 

A portion of the time, during the second and third terms, I have 
had charge of the normal hall, as also the fifth hour of each school 
session throughout the year. 

The above summary has been the work of the year. 

Respectfully submitted, 

A. C. HILLMAN. 



REPORT OF GRAMMAR AND BOOK-KEEPING. 

Annual summary of classes and work in this department for 1877-8: 

FIRST TEKM. 

Grammar B 55 pupils, 7 called home, 30 passed examinations. 

" C 44 " 5 " " 30 " " 

" Primary.. 16 " '• " 16 " " 

Book-Keeping 14 " " " 13 " " 

Total 129 12 89 

SECOND TERM. 

Grammar A 43 pupils, 12 called home, 26 passed examinations. 

" B.. 46 " 13 " " 32 " 

" C 54 " 20 " " 32 " " 

" Primary, 18 " 00 " "18 " " 

Book -Keeping 20 " 2 " "16 " " 

Total 181 47 124 

THIRD TERM. 

Analysis . . 30 pupils, 4 called home, 21 will pass examinations. 

Grammar A 44 " 14 " " 29 " " 

" B 33 " 17 " " 15 " " 

" C 36 " 14 " " 21 '■' " 



143 49 86 

During the year the aggregate number of 453 students have been in 
my classes; 108 of them have been called home before the close of the 
term's work; 299 have passed to higher grades. 

Teaching them to use their knowledge of grammar, has not been so 
difficult as in previous years. Considerable work has been done in 
writing essays, and with great profit to the students. It teaches them 
not only to think on a given subject, but also to express those thoughts 
readily and correctly. Each year's experience gives additional force to 
the opinion that it would be wise for the students to make a better pre- 
paration before entering the normal. At the public schools a good un- 



68 

clerstanding of the principles of grammar should be obtained, that their 
time here might be devoted to the study of the best methods of 
teaching the sciences to others. 

l^ook keeping is a branch in which an interest is easily awakened, 
as its use is so apparent. My classes have done good work in 
this department, and, I hope, are well fitted to instruct those who 
shall be committed to their care in the schools of the state. 

Respectfully submitted, 

M. BUCK. 



WRITING AND DRAWING. 

DEPARTMENT OF WRITING. 

Robert AUyn, Principal of the Southern Illinois N'ormal University :' 

Sir: I herewith submit to you my report of the departments of writ- 
ing and drawing. 

The students in writing, during the entire year, have been placed in 
three divisions as follows: class A or normal division, class B and 
class C. 

These three classes assembled every Friday at the general exercise 
hour in normal hall for instruction — lessons being assigned them for 
completion during the week. 

In conducting the writing exercises I have been greatly assisted by 
pupil teachers. 

During the three terms of the year just completed, Mr. J. T. Mc- 
Anallv has been my assistant, and has aided me in the most satisfac- 
tory manner in conducting class A, or the normal division. 



No. enrolled 1st term. . 


.. 70; 


No. 


writing. . 


. 85; 


excused . . 


. 35 


" " 2d term . . 


. . 86; 


a 


K 


.. 46; 


a 


. . 40 


« " 3d term . . 


..101; 


a 


(i 


.. 32; 


a 


.. 69 



Totals 257 113 144 

Mr. John G. Sims, throughout the entire year, has proven a faithful 
and highly efficient assistant in class B. In this class there were en- 
rolled: 

1 St term 82 ; No. excused .... 2 

2d term 86; " " 2 

3d term 55; " " 23 

Totals , 223 27 

In class C, Miss Julia Campbell acted as assistant teacher during the 
first term, and proved herself competent in the highest degree. Pend- 
ing the second term Miss Ida McCreery officiated in Miss Campbell's 
place, and the position during the third was filled by Miss Mary Mc- 
Anally. Both Avere highly successful and efficient in the discharge of 
their duty. 



69 

In this class the number enrolled was: 

1st term 47; No. excused. ... 

2d term 67; " " 

3d term 57; " " 

Totals 171 

The students with few exceptions have been prompt, neat and care- 
ful in executing the lessons assigned them, and the general improve- 
ment in writing has been perceptibly manifest. 

DEPARTMEXT OF DRAWING. 

Number of pupils enrolled 1st term.... 75; No. of classes.... 4 

" " " 2d term 90; " " 5 

" *' V>d term 85; " " 5 

Totals 250 14 

Realizing the great need of a system of drawing adapted especially 
to the requirements of normal work, comprehending thoroughly the 
fundamental laws of the art, and embracing practice sufficient to render 
our students competent as teachers to give instructions therein, we 
have compiled from the best authorities a system which enables us to 
bring the completion of the course within the limits of the school 
year. 

The course embraces a thorough drill in the laws of persjsective, il- 
lustrated by crayon charts, such as every teacher can easily make for 
himself, free-hand work on blackboards, principlps involved in indus- 
trial drawing, also landscape, botanical and miscellaneous work. 

It has been our endeavor in thus giving a liberal course, to instruct 
our students so as to give them power for self culture, and render them 
competent when they go hence as teachers, to develop the special tal- 
ent of their pupils in any or all of the A^arious branches of the art. 

Our work this year has been largely facilitated by the acquisition of 
a great variety of beautiful studies from the flat, also a number of fine 
models in plaster. 

We have seriously felt the need of drawing tables suitable for the 
use of those who desired to make instrumental drawing a specialty, 
and we trust the time is not far distant when such necessaiy facilities 
will be supplied. 

During the year seventy-five have completed the course, the remain- 
der have had one or two terms instruction. 

The work this year has in several respects not reached the standard 
at which we aimed, yet we feel that it has been a great improvement 
upon that of the previous year, and we trust that in the future, 
should we here remain, our highest aims for the development of the 
abundant talent of the students of southern Illinois, in this beautiful 
and highly useful branch of culture, will be fully realized. 
Respectfully submitted, 

HELEN M. NASH. ^> 



THIRD ANNUAL CATALOGUE 



OF THE 



SOUTHERN ILLINOIS NORMAL IIYERSITY, 



CARBONDALE, JACKSON COUNTY, ILLS. 
1876 ^IsTID 1877. 



CHARTER TRUSTEES. 

DANIEL HURD, Cairo. ELI BOTER, Olney. 

ELIHU J. PALMER, Carbondale. THOMAS M. HARRIS, Shelby vllle. 

SAMUEL E. FLANNIGAN, Benton 



BUILDING COMMISSIONERS. 

JOHN "WOOD, Cairo. R. H. STURGISS, Vandalia, 

ELIHU J. PALMER, Carbondale. NATHAN BISHOP, Marion. 

HIRAM WALKER, Jouesboro. F. M. MALONE, Pana. 



TRUSTEES. 



Hon. THOS. S. RIDGWAY, Shawneetown. JAMES ROBARTS, M. D., Carbondale. 

EDWIN S. RUSSELL, Esq., Mt. Carrael. LEWIS M. PHILLIPS, Esq., Nashville. 

JACOB W. WELKINS, Esq., Marshall 



OFFICERS OF THE BOARD. 

Hon. THOS. S. RIDGWAY, President. JAMES ROBARTS, M. D., Carbondale. 

JOHN G. CAMPBELL, Treasurer. CHARLES W. JEROME, Registrar. 



AUDITING COMMITTEE. 
JAMES ROBARTS, M. D. LEWIS M. PHILLIPS, ESQ. 



FACULTY. 



ROBERT ALLYN, 

Principal and Teacher of Mental Science, Ethics and Podag'Og'ics. 

CYRITS THOMAS, 

Teacher of Natural History and Curator of the Museum. 

CHARLES W. JEROME, 

Teacher of Languages and Literature. 

JOHN HULL, 

Teacher of Higher Mathematics. 

ALDEN C. HILLMAN, 

Teacher of Astronomy, Arithmetic, and Principal of Preparatory Department 

DANIEL B. PARKINSON, 

Teacher of Natural Philosophy and Chemistry; Lecturer on Applied Chemistry. 

JAMES H. BROWNLEE, 

Teacher of Reading, Elocution, Phonics, Vocal Music and Calisthenics. 

GRANVILLE F. FOSTER, 

Teacher of Phj^siology, History and Geography, and Librarian, 

MARTHA BUCK, 

Teacher of Grammar, Etymology and Book-Keeping. 

HELEN M. NASH, 

Teacher of Drawing, Penmanship, French and German. 

* JULIA F. MASON, 

Principal of Primary and Model School. 

NETTIE H. MIDDLETON, 

Assistant in the Museum. 
First six months. 



PUPIL TEACHERS. 



WILLIAM H. WARDNER, ARISTA BURTON, JOHN G. SIMS, 

WALLACE E. MANN, ELLEN M. COURTNEY, JOHN MARTEN, 

CHARLES E. EVANS, JAMES H. LACEY, JOHN T. McANALLY, 

SARAH SAUL, WM. U. ROBINSON, GE9RGE KENNEDY, Jb. 



NAMES OF STUDENTS. 



NORMAL DEPARTMENT. 



NA2HE AlO) RESIDENCE. 



NAME AND RESIDENCE. 



FOUETH YEAR. 

Barnes, Belle D. A Anna 

Burton, Arista Cai'bondale, 

England, James H Collinsville, Ala. 

Warder, William H Vienna. 

THIRD YEAR. 

AUyn, Hattie A Carbondale 

Campbell, Julia M Carbondale. 

Courtney, Alva C Mount Vernon. 

Evans, Charles B Carbondale. 

Hillman, Orcelia B Carbondale. 

Jackson, Sarah B DuQuoin. 

Kennedy, G-eorg-e R Murphy sboro. 

Marten, John Carbondale 

McAnally, John T Ca ve . 

Plant, Richmond St . Xiouis, Mo . 

Robinson, William U Pomona. 

Sims, John G O' Fallon. 

SECOND YEAR. 

Blair, Mag-gie R Cutler. 

Blair, Thomas H Cutler. 

Bryden, Agness Carbondale. 

Burnett, Andrew C Jordan' s Grove. 

Caldwell, Delia Carbondale. 

Clendinen, Walter H Rockwood. 

Coldwell, Earnest Shelby%'ille, Tenn 

Crowther, M. Belle Carbondale. 

Decker, Debbie E Portland, Mich. 

Pinch, William J Cairo. 

Grove, Samuel F Decatur. 

Harrington, Silas J Cisne. 

Hayes, Lou Carbondale. 

Holding, Lizzie E Bunker Hill. 

Hughes. William F Carbondale . 

Kimmell, Henry A Calhoun. 

McAnally, Mary C Cave . 

Mann, Wallace E Sparta. 

Pierce, John M Addieville. 

Pierce, Edwai-d R Carbondale. 

Primm, Eva C Pinckneyville. 

Puleston, Thomas M Odin. 

Rentchler, Frank P Belletille. 

Robinson, Edward H Olney. 

Sheppai-d, Lizzie M Carbondale. 

Sheppard, Luella Carbondale. 

Sowers, James C Jonesboro. 

FIRST YEAR. 

Allen, Blias Williamson co. 

Allen, Willis H Carbondale. 

Baker, Ben.iamin F Williamson co. 

Beattie, James H Sparta. 

Blanchard, John E Murphysboro. 



Bowen, William H Carmi. 

Bowling, William H Equality. 

Boyd, Charles T Carbondale. 

Boyd, Frank L Carbondale. 

Bradley, ijcwis M DeSoo. 

Burton, Charles Carbondale. 

Chapin, Adelle M Carbondale . 

Courtney, Ellen M Mt. Vernon. 

Duncan, George W Lake Creek. 

Eng'land, Coral ColUnsville, Ala. 

Finney, Reynolds M Vienna. 

Fontaine, Rhoda McLeausboro. 

Gaunt, William A Grand Chain. 

Goodall, Joab Marion. 

Gray, Joseph Vienna. 

Hamilton, Charles G Carbondale. 

Hamilton, Elsie F Carbondale. 

Hai-ry, William D Rockwood. 

Hauser, Cable Calhoun. 

Hawkins, Emma E Tamaroa. 

Houston, Helen M Metropolis . 

Huffman, Alice M Foreman . 

Hughes, Jacob V ..Jackson county. 

lies, John E Fairmount. 

Karraker, Henry W Dougola. 

Kelley, William' A Dong-ola. 

Lacey, James H Mt. Vernon. 

Land, Samson F Grayville. 

McElvain, Anna M Old DuQuein. 

McElvaln, .Tennie Old DuQuoin. 

Meagher, Blanche L Carbondale. 

Mulkey, Alicia M Carbondale. 

Nash, Edward Rushville. 

Ogle, Albert B Belleville. 

Parkinson, Arthur E Highland. 

Payne, Prederica R Carbondale. 

Phelps, Jefferson Jackson county. 

Pierce, Belle M Carbondale . 

Proctor,. James M Equality. 

Proctor, Thomas J Equalit.y, 

Rendleman, George H.. Union county. 

Robinson, Kate H Olney. 

Rurobold, Lizzie M Carbondale. 

Seibert, John W Ashley. 

Shook, Mary M Salem". 

Simons, Silas Jackson county . 

Smith, William Y Vienna. 

Spiller, Emma C William' n county 

Stone, William M Carbondale. 

Strickland, Henry C Shawneetown. 

Stuart, Fannie F Carbondale, 

Tanquary, James H Belmont. 

Thoi-p, Anna Jackson count.v. 

Topping, Kate Cobden. 

Vick, Parle Marion. 

Warder, Gertrude A Carbondale. 

Welch, Sallie C Ashley . 

Williams, Benjamin T... Jackson. 
Williams, Frederick A. . .Tamaroa. 

Williamson, Mary E DuQuoin. 

Wroton, Georgia L Marion . 



79 



NAME AND RESIDENCE. 


NAME AND HESIDENCE. 


Johnsoh, Scott 


.Jackson County. 


FIRST 


YEAR. 


Jones, G eorge C 


.Moscow. 






Land, Edwin A 


.Carmi. 


Aikman, Gcorg'e J. .. 


. . . Marion. 


Linehan, Mag'g'ic E . . . . 


. Carbondale. 




. . Carbondale . 




Boyd, Lovie 

Brown, Wilson 


...Carbondale. 
. . . M( iscow. 


McCulloug-h, Frank A. 


. Carbondale . 


Morrison, Jennie B . . . 


.Odin. 


Brush, Zelica M 


...CarViondale. 


McLang'hlin, Maggie J 


.Cutler. 


Brush, James C 


. ..Carbondale. 


Moisonheimer, Dallas.. 


-Jackson county. 


Campbell, Carrie 


...Carbondale. 


Milliorn, Alice E 


.Carbondale. 


Cantrcll, Kate 


. . . Benton. 


Morgan, Cora M 


. Carbondale. 


Chapin, Lou E 


...Carliondalo. 


Nimmo, Charles E 


.Jonesboro. 
. Sparta. 




Cui-biindale 


Nisbett, Kosa 


Dickerman, Harry G 


...Carl).)iidalo. 


Ferryman, Estclla A.. 


.Belleville. 


Duff, May B :.. 


. . . Carbondale. 


Pease, Ella J 


.Jackson county. 


Elkins, Isaac N 


. . . Vienna. 


Pease, Nora M 


.Jackson county. 


Gent, Samantha E. . . 


. ..Marion. 


Pierce, William H 


..Carbondale. 


Grissom, Pleasant P. 


...Johnson county. 


Perrine. Daniel E 


.Anna. 


Hargravo, Ely S 


...Carmi. 


Perrv, Hester C 


.Jackson county. 


Hawkins, Elmah B.. 


. . Carbondale. 


Presson, Samviel H 


.Jackson county. 


Hewitt, Willie S . . . . 


. ..Carbondale. 


Rexroat, Florence B.. 


.Jackson county. 


Johnson, Charles E.. 


...Centralia. 


Robarts, Marv A 


.Carbondale. 


Kennedy, Katy R. . . 


. ..Carbondale. • 


Robinson, John W 


.Pomona. 


Kimmell, Carrie B . . 


. ..Cobden. 


Ross, Sarah C 


. Cairo. 


Lightfoot, Richard T 


. . . Carbondale. 


Scurlock, Josie 


. Carbondale . 


Looney, James E 


. . . Vienna. 


Schneider, John L 


. Dongola . 


Loosley, Lottie 


...Murphysboro. 


Scurlock, Belle 


.Carbondale. 


Perry, Celia M 


...Jackson county. 


St. John, Susie A 


Carmi. 


Perry, Charles T 


...Jackson county. 


Smith, Alma 


.Ashley. 


Rapp, William M.... 


. . . Carbondale . 


Smith, Charles 


.Chester. 
.Makanda. 


Redfield Henry S 




Stroman, Rosa 


Rendleman, John J. 


...Makanda. 


Watson, Kittle I 


.Carbondale. 


Storm, Coleman H . . 


. . Dec'aturvillo Tenn 


Watson, Retta 


. Carbondale . 


Storm, Oliver J 


. ..Dccaturville Teim 


Waggoner, Waldo W . . 


.Jackson county. 


Thomas, Nora 


. . .Carbondale. 


Welch, Andrew 


.Ashley. 


Toney, Adaline 


. ..Carbondale. 


Wykes, Ada M 


. Carbondale. 


Winnie, Francie 


...Carbondale. 


Young-blood, Ransom A 


. Benton. 


Yocum, John L 


...Caii-o. 


Woods, Sarah L 


.Smithton. 


Yocum, Mary E 


...Carbondale. 



MODEL DEPARTMENT. 



NAME AND RESIDENCE. 



NAME AND RESIDENCE. 



Allen, Miriam Carbondale. 

Bridges, Mary E Carbondale. 

Foster, Edwin L Carbondale . 

Goldman, Rebecca Carbondale. 

Goldman, Willie Carbondale . 

Hindman, Laura Carbondale. 

Hull, Gertrude Cai-bondale, 



Hull, Bertha (^iuboiulale. 

Jerome, Charles M Cai-boiKbile. 

North, Clara M Carbondale. 

Pitts, Edgar Frecburg. 

Pitts, James E Freeburg . 

Raynor, Ernie L Carbondale. 



78 



PREPARATORY DEPARTMENT. 



NAME AND RESIDENCE. 


nameJand residence. 


THIRD YT<'.AR,. 


Thorp, Sarah E 


..Jackson county. 






Trobaugh, ^Villiam H. 


..Jackson county. 


Atchison, Joseph S.... 


.Plum Hill. 


Tyner, Emma 


. . Cai'bondale. 
Ullin 


Atherton, MarillarF. . . 


.Villa Ridge. 


Walker, Chaj-les R. .. 


. Rich view. 


Baxter, Belle 


Mvirphysboro. 


Walker, Edward A 


. .Rich\aew. 


Brady, Albert 


..Anna. 


Walker, Fannie E 




Bryden, Annie 


.Carbondale. 


Walker, Laura B 




Burton, Julia (i) 

Brush, Richard D 


.Carbondale, 
. Carbondale. 
.Jackson county. 


Walker, Mary B 

Wheeler, Annie C 


. . Carbondale. 
. . Edwardsville. 


Bush, Marion P 


Westbrook, Willis F 




Caldwell, Sallie E 

Caldwell, Nannie 


. Waco, Texas. 
.Carbondale. 


Welch, Lizzie 

White, John A 


..Ashley. 


Carpenter, Lizzie 

Chapman, Samuel J... 
Chesney, James H 


.HeSoto. . ji 
.Carbondale. 
.Plum Hill. 
Danville. 
. Rockwood. 


Webb, Edgar 

Webb, Isaac E 

Whitnel, John L 


.Campbell Hill. 
..Campbell Hill. 


Clark, Hattie S 

Clendinen, Joseph H.. 


Willis, Maurice 

Woodward, Robert K 


..Albion. 
Cairo 


Eads, Thomas L. 


.0' Fallon. 
.DeSoto. 


Woodworth, Ida M 


..Carbondale. 


Fag-er, Philip 


Fellows, Fannie M . . . 


.Marion. 






Evans, Corrinne S 


.Lake Creek. 


SECOND 


YEAR. 


Gordon, Lucian W — 


.Equality. 








. Carbondale. 
.Carbondale. 


Abel, Edwin L 




Hamilton, Edward B . . 


Anthony, William M.. 


. . Chicago. 


Hawkins, Samuel Y. . 


.Carbondale. 


Arnold, Anna R 


..Carbondale. 


Hawkins, Cicero R 


.Carbondale. 


Bannister, Ormsby R. 


. . Sparta. 


Hinchclifl, John T 


.Elkville. 


Barbour, Charles A... 


. Carbondale. 


Haji:on, G eorge 


. William' n county 


Baxter, Anna M 


..Jackson county. 


Herrin, Henry M 


.Herrin Prairie. 


Blanchard, Harry 


. .Tamaroa. 


Heitman, Louis 


.Bremen. 


Boren, Samuel J 


. New Caledonia. 


Hopkins, William F. . . 


.Makanda. 


BowA'er, Jacob T 


..Jackson county. 


Jenkins, John H 


.Hardin county. 


Brewster, Cora 


. . Carbondale. 


Jenkins, William G... 


.Hardin county. 


Brown, Leah 


..Carbondale. 


Jenks, Emma L 


. Edwai'dsville . 


Brown, Loula 


..Carbondale. 


Johnson, Anna A 


. .Jonesboro. 


Brown, Hiram 


. . Anna. 


Jones, Kate E 


.DuQuoin. 


Brown, William J 


..Moscow. 


Kieth, Harry W 


.DuQuoin. 


Brush, Nora H 


..Carbondale. 


Kclsey, Lucy T 


.DuBois. 


Burton, Julia (2) 


. . William' n county 


Kennedy, William D.. 


. Carbondale . 


Cahill, Thomas 


..Waterloo. 


Kennedy, Jessie S 


.Carbondale. 


Cambell, Anna C 


. . Marion. 


Keown, William H 


.Jackson county. 


Chapman, IJlvsses G. . . 


. . Carbondale . 


Kinimell, Henry H 


.E]k^dlle. 


Clay, Lizzie D 


. .Makauda. 


Kimmell, Morton G... 


.Cobden. 


Crane, Isaac 


..Ashley. 


Land, Henry C 


.Carmi. 


Cra-ivford, Robert N... 


.Jonesboro, g. 
. . Carmi. 


Lancaster, Mary J 


.Elk^^lle. 


Dales, .Jasper J 


Laug'hlin, Benjamin F 


.Corinth. 


Damron, Samuel F 


..Vienna. 


Lig-htfoot, John W.... 


. Carbondale . 


Davis, Morris C 


. .Jackson county. 


Lipe, Alice M 


.Carbondale. 


Davis, Nellie B 


..Carbondale. 


Lowe, Joseph A 


.Chester. 


Dickerman, Charles E 


. .Carbondale. 


Mail, Marlin 


.Robinson. 


Duff, Connie C 


..Carbondale. 


McGee, William J 


. Bui-nside. 


Dunaway, George L... 


. . Ma rion. 


McCreery, Walter H.. 


.Cave. 


Duncan, Sarah A 


..Lake Creek. 


McKinney, MoUie 


.Mt. Vernon. 


Easley, Henrietta 


. . Plain^^ew. 


McLaug-hlin, Mary A.. 


.Cutler. 


Easterly, Alice 


..Jackson county. 


Nave, Surelda E 


. Carbondale. 


Easterly, Geoi-ge A . . . 


..Jackson county. 






Easterly, Herman G . . . 
Elkins, Jackson K 


..Jackson county. 
..Vienna. 


Nishett, Hugh 


. Sparta. 


Norman, Sterling' H .. . 


.Carbondale. 


Ennisson, Walter J.... 


. . Carboiadale . 


Parker, .Theodore 


.Anna. 


Ennisson, William A . . 


..Carbondale. 


Pickard, WiUiam S . . . . 


.Champaign. 


Fakes, Marvin P 


..Jackson county. 




. William' n county 
.Lake Creek. 


Freeman, Lena H 

Glass Fannie R 




Powell, William H.... 


..Carbondale. 


Perryman, Edgar A... 


. Belleville. 


Gray, Carrie 


..New Madrid, Mo. 


Saul, Sarah 


.Cairo. 


Hamilton, Cora M 


. . Carbondale. 


Snyder. Sarah B 


.Jackson county. 


Harris, Marv B 


..Ashley. 


Spring, Mollie H 


.Belle^alle. 


Hargrave, Wm. H 


..Equality. 


Stelle, Ella 


.McLeansboro. 


Hiller, Walter T 


..Jackson county. 


Stone, Mary M 


.Carbondale. 


Hiloman, Matilda E . . . 


..Mill Creek. 


Stout, George L 


.Vienna. 


Hudson, William H... 


. .Cai-bondale. 


Stewart, Felix W 


.Corinth. 


HinchclitJ, Harriett . . . 


..Jackson county. 


Tanquary, John R. S. 


. Grayville, 


Hinchcliflf, Sarah, 


..Jackson county. 


Thompson, Mary C. . . . 


. Jacksoni county. 


Hughes, Francis S 


..Jackson county. 


Thorp, Samuel B 


.Jackson county. 


Johnson, Aaron M 


. .Centralia. 



80 



COURSE OF STUDY 

OP TllK 

SOUTHERN ILLINOIS NORMAL UNIVERSITY. 

(TABULAR VIEW.) 





PKEPARATOUY. 


1 NORMAL. 

i 




STUDIES. 


First 
Year. 


Second 
Year. 


Third 
Year. 


First 
' Year. 


Second 
Year. 


Third 
Year. 


Fourth 
Year. 






11313 


11213 


1|3|3 


1|3|3 


1|2|3 


1|3|3 


11313 




Spelling 


































Writing 
















I. 


































Vocal Music 
















II. 


Calisthenics 
















+ + + 


....+ + 








: 












t + 












+ + •(• 
























+ + + 


+ + + 

















] 






t . 


m. 






















+ 




















+ + + 


t.... 


















. .. t 






IV. 
















+ +... 


















Geography 

Physical Geography 


+ t... 


























.. .. + 






U S History 




+ 












V. 


General History 












•i- +... 












■i- 




o 


... +... 




















Latin 






+ + o 


+ t + 
+ + + 


+ t + 
t. + + 






VI. 


Greek 


























Elementary Algebra 






t t t 












Higher Algolira 






t t t 


















f + 








Analytic Geometry 










•}- 




vn. 












... +... 






Calculus 






................ 
































t 






t 












+ 








t 

t 


vin. 


































Natural Philosophy 






.. +... 






t 


..'."+"+ 




Chemistry 















IX. 














t 


















... t... 






Constitution United States 












+ 


















t 


X. 


Mental Philosophy 














t 

... t... 




English Criticism 
















Ethics 






. 


1 




,...+... 




Pedag'ogics 




1 


.. ._ +! 








Methodology 




:::::;:i:;:::::: i;:;;::..i:;:::;::i::;;::;; 


t 












1 











' '+' ' indicates time v.'hen the study is to be pursued. 

' 'o' ' indicates a special class in the studies— generally for teachers. 

A class in Methods begins the Arithmetic each fall term, and continues two terms. 

Classes in Methods of Teaching, Reading, Grammar, Geography and History of United 
States are taught every spring. 

Spelling, Writing and Drawing are carried on till the students are perfect and are ex- 
cused. Vocal music is the same. 

Calisthenic exercises each day during the course. 



SI 



NORMAL SCHOOL. 

The foregoing is the normal course. It embraces two large and 
thorough courses of study. One includes the classics, with provision 
for elective German and French; the other omits all the languages ex- 
cept the English, and both make an extensive study of the mother 
tongue. 

It substantially embraces a department of mathematics, of English 
language and literature, of art and elocution, music, drawing and cal- 
isthenics, of physics, of chemistiy and astronomy, of history, of class- 
ical language, and of theoretical and practical teaching. The whole 
forms what is called the classical normal course, and selected studies 
make up the scientific normal course. 

Either is sufficient for practical purposes, and may prepare a teacher 
for the full work of our public and high schools. 

POST GRADUATE YEAR. 

This will embrace a larger course of history, more of mathematics, 
political economy, criticism, field work in natural history, analytical 
chemistry, and dissecting and jjreserving specimens collected. It will 
also include courses of lectures on the above branches, and on the his- 
tory and science of education. One year's work of teaching in the 
preparatory department, for one hour a day, will be required for a di- 
ploma. A certificate will be given for each year of study completed 
in consecutive order in this department. 

N. B. — The following works are recommended for reference, and are 
considered essential to every teacher's library, viz.: Web'ster's Una- 
bi'idged Dictionary; Lippincott's Gazetteer; Zell's or Chambers' Ency- 
clopedia; Hailman's history of Pedagogy; Miss Peabody's Kindergarten; 
Rosenkranz's Science of Education, by Miss Brackett; Wickersham's 
Methods; The Teacher, by Abbott; OsAvald's Etymological Dictionary; 
Hinton's Physiology for Practical Use; Sheldon's Object Lessons; 
Smith's Free Hand Drawing for Public Schools; Cleveland's English 
and American Literature; Smith's Classical Dictionary; Hayden's Dic- 
tionary of Dates, and Graham's Synonyms. 



CONDITIONS OF ADMISSION. 

To be entitled to admission in the normal dej)artment, a lady must 
be sixteen years of age, and a gentleman seventeen. They must be of 
good moral character, and a certificate to this effect will be required. 
To enjoy the privilege of free tuition, they must sign a certificate 
promising to teach in the schools of Illinois three years, oi*, at least 
as long as they have received gratuitous instruction. They are to pass 
an examination either before the county superintendent, or examiners, 
or before the faculty of the University, such as would entitle them to 
a second grade certificate, and they must agree to obey all reasonable 
requirements, as to order, promptness, cleanliness and genteel behavior. 
6 



82 

EXPENSES. 

To those who sign the ahove named certificate, tuition is gratuitous, 
but there may be a fee charged for incidentals, at present not exceed- 
ing three dollars per term of thirteen weeks. Tuition in normal de- 
partment, six dollars; in the preparatory department, four dollars; in 
the model department, four dollars. 

Board can be had in good families in Cai'bondale, at rates varying 
from three dollars and a half to five dollars per week, and by renting 
rooms and self-boarding, or by organizing clubs, the cost may be 
largely reduced, perhaps to two dollars and fifty cents per week. Books 
are sold by the several book stores at reasonable rates. 



SUGGESTIONS. 

We do most earnestly and afi^ectionately recommend to all our stu- 
dents, and to those who may be in charge of them, or who have in- 
fluence over them in any way, by advice or authority, that they fix it 
as a rule never to leave the institution before the end of a term, 
and, if possible, that they complete a full year. Fragments of an ed- 
ucation are indeed of much worth, just as the fragments of a diamond 
are valuable. But how much more profitable are they when united. 
The price of the diamond increases as the square of its weight. Hard 
study for a week, or a day, or even an hour is worth a vast deal; but 
a full course of several years is largely enhanced in value. Do not be 
absent from the school for a day. The regular calisthenic exercises 
will give you health for consecutive study, and by habitual application 
you will acquire facility for labor, and you will accomplish more than 
you would have' believed. 

We certainly shall not grant diplomas to those who are absent often, 
and who do not finish every examination, both written and oral. One 
of the values of a course of study is that it represents years of honest, 
punctual labor. 



LOCATION, ETC; 

Garbondale is a city of 2,500 inhabitants, healthful and beautiful, 
with a refined and cultured people. It is easy of access and offers in- 
ducements for board and social advantages beyond most other j^laces. 
It has, perhaps, fewer temptations to idleness and dissipations, and 
combines religious and educational privileges, in a degree greater than 
the average of towns and cities. Parents may be assured that their 
children will be as safe as in any school away from home; and 
scholars may. come here and be certain that economy and industry will 
be respected and assisted by all the surroundings of the locality. The 
Illinois Central, the Carbondale and Grand Tower, and the Carbondale 
and Sha:wneetown railroads, afford ample facilities for convenient access. 



83 

LITERARY SOCIETIES. 

The students have organized two literary societies for purposes of 
mutual improvement. They are, "The Zetetic Society," and the 
"Socratic Society." They meet every Friday evening. These afford 
one of the best means of culture, discipline and instruction in the 
practical conduct of business. They have commenced the foundations 
of libraries, and deserve the countenance and patronage of all the students 
and their friends. 



'■ CALENDAR OF 1877-78, 

Commencement for 1876-77 — June 14th. 

Fall term begins Monday, September lOth^Ends Friday, December 7th. 

Winter term begins Monday, December 10th. 

Holiday recess begins December 21st." • 

Winter term resumes January 7th, 1878. 

Winter term ends March 22d, 1878. 

Spring term begins March 2oth, 1878. 

Examination for the year begins June llth, 1878. 

Annual commencement, June 20th, 1878. 



SPECIAL STUDENTS. 



GRAHAM, GEORGE W., Carbondale. ROBARTS, MATTIE, Carbondale. 

LOGAN, GEORGE H., Carmi. 

Two of the above were in the Post-Graduate year, and one in French. 



SUMMARY OF STUDENTS. 



In Normal Department and Special 112 

la Preparatory Department 315 

In Model Department .". ' 13 

Total 340 



SUMMARY BY TERMS. 

Special Students 3 

First Term 191 

Second Term ' 181 

Third Term 263 

Total 648 



FOURTH ANNUAL CATALOGUE 



OF THE 



SOUTHERN ILLINOIS NORMAL UNIVERSITY, 



CARBONDALE, JACKSON COUNTY. ILLS. 
1877 J^IsTID 1878. 



CHARTER TRUSTEES. 

DANIEL HURD, Cairo. ' ELI BOYER, Olney. 

ELTHU J. PALMER, Carbondale. THOMAS M. HARRIS, Sheltiy\alle. 

SAMUEL E. FLANNIGAN, Benton 



BUILDING COMMISSIONERS. 

JOHN WOOD, Cairo. R. H. STURGISS, Vandalia. 

ELIHU J. PALMER, Carbondale. NATHAN BISHOP, Marion. 

HIRAM WALKER, Jonesboro. F. M. MALONE, Pana. 



TRUSTEES, 



Hon. THOS. S. RIDGWAY, Shawneetown. JAMES ROBARTS, M. D., Carbondale. 

EDWIN S. RUSSELL, Esq., Mt. Carmel. LEWIS M. PHILLIPS, Esq., NashTille. 

JACOB W. WILKINS, Esq., Marshall. 



OFFICERS OF THE BOARD. 

Hon. THOS. S. RIDGWAY, JAMES ROBARTS, M. D., Carbondale. 

President. Secretary. 

JOHN G. CAMPBELL, Treasurer. CHARLES W. JEROME, Registrar. 



AUDITING COMMITTEE. 
JAMES ROBARTS, M. D. LEWIS M. PHILLIPS, EsQ. 



FACULTY 



ROBERT ALLYN, 

Principal and Teacher of Mental Science, Etbiics and Pedagogics. 

CYRUS THOMAS, 

Teaciier of Natural History. 

CHARLES W. JEROME, 

Teacher of Languages and Literature. 

JOHN HULL, 

Teacher of Higher Mathematics. 

DANIEL B. PARKINSON, 

Teacher of Natural Philosophy and Chemistry ; Lecturer on Applied Chemistry. 

JAMES H. BROWNLEE, 

Teacher of Reading, Elocution, Phonics, Vocal Music and Calisthenics. 

GRANVILLE F. FOSTER, 

Teacher of Physiology, History and Geography, and Libi-arian. 

ALDEN C. HILLMAN, 

Teacher of Astronomy, Arithmetic, and Principal of Preparatory Department 

MARTHA BUCK, 

Teacher of Grammar, Etymology and Book-Keeping. 

HELEN M. NASH, 

Teacher of Drawing, Penmanship, French and German. 

BV'T. CAPT. THOMAS J. SPENCER, U. S. A., 

Teacher of Military Instruction and Practice. 

GEORGE H. FRENCH, 

Cui-ator of Museum. 

NETTIE H. MIDDLETON, 

Assistant in the Museum. 



PUPIL TEACHERS 



THOMAS A. HERSEY, 
MARY A. SOWERS, 
MARY C. McANALLY, 
CHARLES E. EVANS, 
THOMAS BROWN, 
WILLIAM F. HUGHES, 
JOHN T. McANALLY, 
JOHN G. SIMS, 
JULIA M. CAMPBELL, 
J. D. R. WATSON, 



J. A. LOWE, 

'mary m. stone, 
delia caldwell, 

GEORGE KENNEDY, Jr. 
JAMES A. HANNA, 
JOHN MARTEN, 
DAVID G. THOMPSON, 
IDA M. McCREERY, 
ORCELIA B. HILLMAN, 
WALLACE E. MANN. 



^ 


lAMES OF 


STUDENTS 




NORMAL DEPARTMENT. 




NAME AND 


RESIDENCE . 


NAME AND RESIDENCE. 


FOURTH TEAR. 
Caldwell, Delia Carbondale. 


Bl air, Samuel A 

Blanchard, John E 

Boyd, Ella B 

Boyd, Frank L 


.Sparta. 
..Murphysboro. 
.Carbondale. 


Brown, Thomas 

Bruck, Lauren L 

Buckley, Alice M , . 

Buckley, Mary I 

Campbell, Charles M.. 

Carey, James A 

Chapin, Adella M 

Deardorff, Lizzie M 

Dillow, Layfayette E.. 
Dow, Isab el C 


.Calcutta, Ben'l. 
..Salem. 

. William' n county 
. William' n county 
. Sparta. 
.Grayville. 
.Carbondale. 
.Cobden. 
.Dongola. 
.Du Bois ' 


Evans, Charles E 

Hanna, James A 

Hillman, Orcelia B.. 

Jackson, Sarah E 

Kennedy, George, jr. 
McAnally, John T... 
McAnally, MaryC... 

Pierce, Edward R 

Plant, Richmond 

Robinson, Edward H 
Thompson, David G. 

THIRD 

Abernathy, Oreenith 

Allyn, Hattie A 

Burnett, Andrew C . . 
Campbell, Julia M. . . 
Hughes, William F.. 

Mann, Wallace E 

Marten, John 

McCreery, Ida M 

Rentchler, Frank P.. 
Sims, John G 


.... Carbondale . 

Saltillo, Tenn . 

Carbondale. 

DuQuoin. 

Murphysboro. 

— Cave. 

Cave. 

Carbondale, 

St. Louis, Mo. 

Carbondale. 

Golconda. 

TEAR. 

H. Clement. 

. . . Carbondale, 
— Jordan' s Grove. 

...Carbondale. 
. . ..Jackson co. 

Sparta. 

Carbondale . 

Cave. 

....Belleville. 
0' Fallon. 


Evans, Corrinne E 

Eager, Daniel 

Eager, Philip 

Farley, Willis A 

Goodall, Joab 

Gray, Joseph 

Hartman, John E 

Hawkins, Libbie J 

Heitman, Louis 

Hersey, Thomas A 

Higgins, Alfred N 

Hogue, Katie K 

Houston, Gussie E 

Hughes, Jacob V 

Hull, Charles E 

Jenkins, John H 

Johnson, Aaron M 

Karraker, Henry W... 

Kennedy, Jessie S 

Keown, William L 

Land, Henry C 

Lewis, Mary E 

Lowe, Joseph A 

Lightfoot, John W 

McCreery, Walter H 

McDowell, Nannie E . .-. . 

Meagher, Blanche L 

Moudy, Delia D 

Mull, Eli 

Nash, Edward 

Nave, Delia A 


.Carbondale. 

.DeSoto. 

.DeSoto. 

.Corinth. 

.Marion. 

. Vienna. 

.Centralia. 

.Tamaroa. 

.Bremen. 

.Rockton. 

Altamont. 
.Cutler. 
.Metropolis. 

Jackson county. 
.Salem. 


SECONX 

Booth, Sarah G 

Burton, Charles 

Decker, Debbie E.... 

Gault, Hugh C 

Grove, Samuel F 

Hanna, Leora B 

Hiekenbottom, Wm. 
Housten, Joseph G.. 

Kennedy, Maggie 

Mitchel, Claudius E . 

Mulkey, Alicia M 

Noetling, WiUiam F. 

Ogle, Albert B. 

Phillips, Lvman T... 


TEAR. 

...Sparta. 

Carbondale. 

Portland, Mich. 

. . . Sparta. 
..Decatur. 
....Saltillo, Tenn. 
W. Wa.yne county. 

. ..Metropolis. 

. .Coulterville. 
Watson. ' 

. . . Carbondale. 
....Belleville. 

...Belleville. 

. . . Nashville. 


.Cave-in-Rock. 
.Centralia. 
. Dongola . 
.Carbondale. 
.Jackson county. 
. Carmi . 
.Sardis, Tenn. 
Carbondale. 
. Carbondale. 
. Cave. 

.Nashville. . 
. Carbondale. 
. Richview. 
. Cobden. 
. Versailles. 


Preston, Edith I 

Bobberts, William E... 

Robinson, Kate H 

Rumbold Lizzie M 

Smith, Isaac M 

Sprecher, Edgar L 

Stone, William M 

Train, William B 

Walbridge, EUza B 

Walker. Laura B 

Ward, Edward I 

Wheeler, Annie C 

Williamson, Mary E. . . . 

Wolf, Alphonso D 

Wood, William A 

Youngblood, E va L 


.Nashville. 


Pierce, Belle M 

Pierce, John M 

Primm, Eva C 

Rendelmann, George 
Sheppard, Lizzie M.. 

Sowers, Mary A 

Warder, Gertie A 

Williamson, Sarah E. 

FIRST 

Allen, Willis H 

Atchison, Joseph S.. 

Atkins, Wezette 

Binckley, John T.... 


...Carbondale. 
...Addieville. 
...Pinckneyville. 
H.Lick Creek. 
...Carbondale. 
. ..Jonesboro. 
. . . Carbondale. 
— DuQuoin. 

TEAR. 

...Carbondale. 
. ..Okawvile. 
...Carbondale. 
...Shawnetitown. 


. Ava. 

. Carbondale. 
.Carbondale. 
.Johnson county. 
.DeSoto. 
. Carbondale. 
.Saranac, Mich. 
.Mounds June. 
. Centralia. 
.Fitzgerrell. 
. Edwards ville. 
.DuQuoin. 
.Maquoketa, la. 
.Sparta. 
.Shawneetown. 



92 



PREPARATORY DEPARTMENT 



NAME AND RESIDENCE. 



NAME AND RESIDENCE. 



THIRD YEAR. 

Able, Edward L Carbondiile. 

Aiken, Emma Benton. 

Alexander, Davison Mc. .Saltillo, Tenn. 

Allen, Sarah A . .Fitzgerrell. 

Allen William L Fitzgerrell, 

Bain, John H Murphysboro. 

Baird John M Pickneyville. 

Barber, Nellie Rockwood. 

Bowyer, Jacob T Jackson county. 

Boyd, William M Sparta. 

Boyles Elijah S Louisville . 

Brewster, Cora Carbondale. 

Brush, Nora H " 

Brush, Richard D " 

Bryden, Anna E " 

Burton, Julia, " 

Cadle, Lucy Sha wneetown . 

Cahill, Thomas J Waterloo. 

Cain, Hezekiah P Stone Fort. 

Carter, Georg-e R Ashley. 

Carter, Mattie A Ashley. 

Chase, Fannie Ashley. 

Chesney, James A Plum Hill 

Clark, Bedie C Carbondale . 

Clark, Edith C 

Clay, Lizzie D Makanda. 

Clay, Perry A . , " 

Copeland, Mary E Vienna. 

Courtney, James Carbondale. 

Crawford, Robert M, Jonesboro. 

Creed, Stacie Angle .Waluut Hill. 

Dillow, Jasper A Dongola . 

Ennisson, Walter J Carbondale. 

Bnnisson, William A " 

Fraser, Llewellyn N Cairo. 

G aunt, William A Grand Chain . 

Goodall, Adella L , Marion. 

Gray, Mai-tha Elk ville . 

Gregory, George W Pomona, 

Hamilton Minnie H ...Murphysboro. 

Hawkins, Cicero R Carbondale. 

Heistand. Norman A Calhoun. 

Hinchcliffe, John F Elkville. 

Hileman Matilda E Mill Creek. 

Hunter William Rockwood. 

Hopkins William F Makanda. 

Johnson Melissa J " 

Jackson, Henry R Benton. 

Jenks, Emma S Edwardsville. 

Kirkwood. Mary Sparta. 

Laughlin Benjamin J Steelesville. 

Lilley, Boston Lick Creek. 

Lipe, Alva DuQuoin. 

Lipe, John R Carbondale. 

Logan, Josie A " 

McDowell, Margaret Nashville . 

Meisenheimer, Dallas Carbondale. ' 

Melton, Maggie L " 

Nave, Surelda C Franklin county. 

Nixon John F Marrissa. 

Nixon, Mary D Marrissa. 

Norman, Sterling H William' n county 

Palmer, Sarah C Glendale. 

Paul, Sallie J Tilden. 

Perrine, Daniel W Anna. 

Ferry, Hester B Jackson county. 

Pierce, Henry M Addiesville. 

Pierce Nora Cobden . 

Pierce, William H Carbondale . 

Piercy, Norman A Mt. Vernon. 

Pitts, George F Nashville . 

Presson, Samuel Jackson comity. 

Rexf ord, Frank Centralia. 



Roach, Jane Cobden. 

Roach, Mary E " 

Roberts, Mary A Carbondale. 

Robertson, James J Buncombe . 

Roy, John W Grand Chain. 

Schneider, John L Dongola 

Scurlock Belle Carbondale. 

Servant, Mamie E Jackson county. 

Shelpman, Tullius V DuBois. 

Smith, Clara B..; DuBois. 

Smith, William R Patoka. 

Spangler, John Ashley. 

Sprecher, Alice H DeSoto. 

Sprecher, Fannie G DeSoto. 

Spring Mollie H BelleAalle. 

St. Clair, Charles H Benton. 

Stone, Mary M Carbondale. 

Stroh, Daniel Eltham, 

Threlf all, James P Hecker. 

Tilley, Hattie B DuBois. 

Trobaugh William H Jackson county. 

Walker, Fannie L Carbondale. 

Walker, Mary B " 

Watson, James D. R Savannah, Tenn. 

Watson, John M . " " 

Watson William J " " 

Westbrook, Willis F Evansville, Ind. 

White, Maggie J Marissa. 

Whitlock, William C Jonesboro. 

Williamson, Ella E Paducah, Ky. 

Wilson, Sadie C Ava. 

Wyatt, William M Salem. 

Wylie, Alice A Marissa. 



SECOND YEAR. 

Arnold, Anna R Carbondale. 

Barbour, Charles R " 

Barnett, Robert W Johnson county. 

Boren, Samuel J Caledonia. 

Borland, William J Marissa. 

Boyd, Lo^ae Carbondale. 

Brown, Mary E " 

Brown, Leah " 

Brown, Lula " 

Bush, Theophile E Anna. 

Campbell, Anna C Marion. 

Cawthon, Christ. C S . America. 

Chambers, Annie E Godfrey. 

Channaberry Millard F. ..William' n county 

Chapin, Lou E Carbondale. 

Chesney, Josie R Plum Hill. 

Clements, Frank Carbondale . 

Creed, Scott W Walnut Hill . 

Creed, Matthias W " 

Damron, William J Makanda. 

Davis, Nellie B.. Carbondale. 

Dickerman, Charles E . . . " 

Dickerman, Harry G " 

Duff, Connie E " 

Duff, MaryA " 

Dunaway, Adda L Marion. 

Easterly, Alice .^ . . J ackson county. 

Easterly, Benningsen Grand Tower. 

Easterly, Lucretia Jackson county. 

Ebers, William Bremen. 

Evans, Alfred Hecker 

Fakes, Morven K Jackson county. 

Fox, John F Murphysboro. 

Gatch, John M Cottage Homie'. 

Glass, Fannie R Carbondale. 

G lasscock, James C Galatia . 

Ha milton, ' Cora M Carbondale . 

Harmon, Joslah G Ingraham. 



93 



NAME AND RESIDENCE. 



NAME AND RESIDENCE. 



Harmes, Mollie F Dong-ola. 

Harnesberger, Mattie J . . Alhambra . 

Hartline, Nellie Anna. 

Hawkins, Adelphia C Carbondale. 

Hawkins Elmah C . B . . . . 

Hawkins, Rachel L " 

Hiller, Sylvester A Makanda. 

Hileman, Jairus E Mill Creek. 

Hinehclifife, Sarah Jackson county. 

Hinchcliffe, William H ... William' n county 

Hindman, William R Carbondale. 

Hood, Andrew F Ciitler. 

Horsely, Arthur Makanda. . 

Hudson, William H Carbondale . 

Hug-hes, Francis S Jackson county. 

Hughes, Mary E Jackson county. 

Hug-gins, Charles R New Athens. 

Johnson, Scott Jackson county. 

Jones, George C Moscow. 

Keith. Sarah E DuQuoin. 

Kinkade William Wilsonburg . 

Lane, Alexander Tamaroa. 

Lawrence, Mary L Carbondale. 

Lee, Bartlette P Harrisburg. 

Lee, George W Harrisburg. 

Lightfoot, Richard T Carbondale. 

Lindsay, Emma Carmi. 

Linnehan, Maggie E. . . .. . Carbondale. 

Loomis, Mary M Makanda. 

Mannen, Jerome Mount Vernon 

Martin. Frank A Makanda. 

Maxey, Dora I Mount V^ernon. 

McAnally, Fannie D Cave. 

McCallen. Ella "Dongola . 

McDonald, Lewis Ellis Grove. 

McGlasson, Hollie J Osage. 

McGlasson, William S Osage. 

McKnight. Millard F Ingrahara. 

McLaughlin. Alice G Cutler. 

Melton, Belle D Carbondale. 

Melton John A " 

Melton J alia A "■ 

Meyer, Carl Mound City 

Milloirn, Alice B Carbondale. 

Moore, John A Elkhorn, 

Morgan, Cora M Carbondale. 

Morgan, William M Okawville . 

Nicholson, William B Cobden. 

Nixon, Frank A Marissa. 

Palmer, Elihu Carbondale. 

Palmer, Elizabeth Glendale . 

Paul, Matthew J Tilden. 

Pease, Nora M Jackson county. 

Perry, Celia M Jackson county. 

Pope, Ellen N Big Muddy! 

Portsr, Eunice D Vergennes. 

Pricket, Blanche M Jackson county. 

Raglin, William A Carmi. 

Rapp. Cornelius W Carbondale . 

Rapp, William M " 

Redfleld,, Henry S Campbell Hill. 

Reeves, Cyrus D Jackson county . 

Rendleman, John J Makanda. 

Rhodes, Eliza C Veva. 

Rhymer, Stephen R Dongola. 

Scurlock, Josephine Carbondale. 

Slover, Mary E East Newbu rn. 

Smith Henry M Caledonia . 

Snodgrass John F Ashley. 

Spence, John M Cottage Home. 

St. John, Susie A Carbondale. 

Stout, Amos A Cobden. 

Walker Clara A Carbondale. 

Watson, Kittle 1 " 

Watson, Jennie E " 

Welch, Thomas F Ashley. 

White, Charles T "..Ashley. 

Yocum. John L Carbondale. 

Youngblood, Ransom A. . Benton. 



FIRST YEAR. 

Allen, Miriam Carbondale. 

Alleh, Robbie M 

Allen, Rowan W " 

Barbour George G " 

Beard, Grant " 

Bernstine, Henry Murphysboro. 

Brewster, Cora Carbondale . 

Bridges, Mamie " 

Brush, Zelica M " 

Burket, Anna L " 

Campbell, Carrie " 

Chandler, Anna L " 

Cook, William E Carmi. 

CuUey, Jefferson K Campbell Hill. 

Deremiah, Georgia Marion. 

Foster Edwin L Carbondale. 

Hargrave, Jacob S Carmi. 

Haynes, Lou Carbondale. 

Hewitt William S 

Hull, Bertha 

Hull, Gertrude " 

Jeffreys, Giles W Belleville. 

Jerome, Charles M Carbondale. 

Jones, Birch C Okawville . 

Jones, Mamie A WiUianison co. 

Kimmell Mollie Elkville. 

Kennedy Katie R Carbondale. 

McGlasson, Newton J Osage. 

Myers, George A Carbondale. 

Nausley Edward Elkville. 

Nausley, Eliza L " 

Perry, Clement Jackson count}-. 

Perry, Edward " 

Pitts, Edgar Freeburg . 

Pitts, James A " 

Pitts, James E " 

St(me Fannie M Carbondale. 

Tait, Minnie " 

Thoma s, Nellie " 

Tiernay, Nellie Okawville . 

Tiernaj', Sarah E " 

Walker. Lora A Carbondale. 

Ward, Jessie E Campbell Hill. 

Watts, A mos L Carbondale . 

Winnie, Frankie " 

Wyckes, Mollie A " 

Yocum, Mary E " 

Youngblood, Sarah L.. ..Prosperity. 

Ary, Pattie ^ Carmi. 

Baxter, Belle ". Murphysboro. 

Briggs, Sue M.. Anna. 

Chapman, Pleasant T Vienna. 

Clannahan, Warrington . . G oleonda . 

Courtney, Ella M Carbondale . 

Eddy, Mary H ShelbyWlle . 

Finch, William J Cairo. 

Hamilton, Elsie F Murphysboro . 

Hamilton, George F Carbondale. 

Harwood, Kate " 

Hawkins Emily E Tamaroa . 

Lancaster, Mary J Elkville. 

Leigh, Franklin V DuQuoin. 

Locke, Edwin G Lebanon. 

McElf resh, Amanda Jonesboro . 

McKee, Joseph W Summerfield. 

Miles, Marie C Cobden. 

Painter Alice M Williamson co. 

Renfleld, Robert C Campbell Hill. 

Ruckle, Sophia B Carmi . 

Saul, Sarah Cairo . 

Smith, EllaE Solitude, Ind. 

Stroman Rosa Makanda. 

Todd, Richard P Pickneyville. 

Williamson, Samuel A... DuQuoin. 



SUMMARY OF STUDENTS. 



In Normal Department, and Special 135 

In Preparatory Department 273 

Total.:. 408 

Last year, 340— Increase, 68. 



SUMMARY BY TERMS. 



Special Students 35 

First T&rm 330 

Second Term 266 

Third Term 354 

Total 776 

Last year 648 — Increase, 128. 



95 



HISTORY 



An act of the legislature of the state of Illinois, approved April 29, 

1869, gave birth to this normah school. By this act, it was provided 
that five trustees should be appointed by the governor of the State, 
who should fix a location, erect a building, and employ teachers for the 
school. The governor appointed Captain Daniel Hurd, of Cairo ; Gen- 
eral Eli Boyer, of Olney ; Colonel Thomas M. Harris, of Shelbyville ; 
Rev. Elihu J. Palmer, of Belleville, and Samuel Flannigan, Esq., of 
Benton. 

After advertising in the newspapers, and stimulating competition 
among the towns and cities in the central part of Southern Illinois, 
these trustees agreed on Carbondale as the place, and the site was fixed 
on a lot of twenty acres, three-fourths of a mile south of the station 
of the Illinois Central railroad. The contract of the building was let 
to James M. Campbell, Esq., who assumed the responsibility of com- 
pleting it for the sum of $225,000, to be obtained as follows: — 175,000 
from the State, and the balance from the city of Carbondale and the 
county of Jackson. 

The corner-stone was laid with the ordinary ceremonies by the grand 
master of the Masonic fraternities of the State, on the 17th of May, 

1870, aud the work was rapidly pushed forward. In the spring of the 
next year, Mr. Campbell was killed on the building, and the work was 
interrupted. The legislature then assumed the conti'act, and appointed 
commissioners to complete the building. These were continued, and 
finished their work so that the building was dedicated July 1st, 1874; 
a faculty of instruction was inaugurated and the school begun. 

The legislature, in the meantime, had made modifications in the 
law, and the governor had appointed a new board of trustees ; James 
Robarts, M. D., of Carbondale ; Hon. Thomas S. Ridgeway, of Shaw- 
neetown ; Edwin S. Russell, Esq., of Mt. Carmel ; Lewis M. Phillips, 
Esq., of Nashville, and Jacob W. Wilkin, Esq., of Marshall, and they 
had elected Rev. R. Allyn, D. D., at that time President of McKeu- 
dree College, principal, and as his associates the j)ersons whose names 
appear in their proper places. 

The work of instruction in the new building began July 2, 1874, at 
which time a normal institute was opened, with fifty-three pupils. 
On the 6th day of September, ,1874, the regular sessions of the Normal 
University were commenced. The school is graded and has two de- 
partments — a Noi'mal Department, with a course of study, occupying 
four years ; a Preparatory Normal, three years ; in all making a full 
course of seven years. 

It has not been in operation long enough to have shown any very 
striking results. Many of the students, however, entered in advanced 
classes, and while few have yet completed the course and graduated, 
many have, compelled by lack of money, been excused for a time, and 
have already been employed as teachers. 

The numbers of students in all the departments have been as follows 
for each term since the opening ; First Term, 143 ; Second, 185 ; Third, 
28.3 ; Fourth, 226 ; Fifth, 215 ; Sixth, 256 ; Seventh, 191 ; Eighth, 181 ; 
Ninth, 263 ; Tenth, 230 ; Eleventh, 263 ; Twelfth, 256. Total, 2,690. 

The building is of brick, in the Norman style of architecture, with 
trimmings of sandstone, in two colors. It is 215 feet in extreme length, 
and 109 in extreme width. It has a basement story fourteen feet in 



96 

the clear ; two stories, one IS feet, the other 22 feet, and a mansard 
story 19 feet. The basement is devoted to the heating apparatus, and 
laboratory and dissecting rooms, exercises in unpleasant weather, and 
residence for the janitor, etc. The mansard is for lecture hall, library, 
museum, art gallery, and rooms for literary societies. The other two 
stories are for the purpose of study and recitations. 

The steam heating apparatus has just been completed, and leaves 
nothing to be desired for comfortable warmth and proper ventilation ; 
and the grounds, containing twenty acres, have been ornamented with 
trees and shrubbery. 



GENERAL INFORMATION. 

The object of the University is to do a part of the work of educa- 
tion undertaken by the state. This is provided for in two depart- 
ments — Preparatory and Normal. Each of these has a specific work, 
and pursues its appropriate method. One design of the preparatory 
school is to be an example of what a school for primary scholars 
should be, and to afford to those preparing themselves to teach a place 
where they may observe the best methods in operation, and where, at 
suitable times, they may practice in the calling of a teacher, under the 
eye of one well instructed, and largely experienced in the work. 

The Normal department is to give thorough instruction in the ele- 
mentary and higher portions of the school course of study, and, in- 
deed, to fit the student by knowledge and discipline for the practical 
duty of a teacher. It aims to give instruction and opportunities of ob- 
servation and trial, to every one passing through the course, so that 
he shall not be an entire novice in his calling when he enters the school 
room. With this idea in mind every branch prescribed to be taught 
in the common high schools of our state is carefully studied, from the al- 
phabet to the highest range of philosophy. Accuracy and complete through- 
ness are points held in mind in every recitation, and drills upon the 
elements are not shunned as though one gained something by slurring 
over them. So much of each branch as we pursue we endeavor to 
impress upon the heart, and incorporate its methods into the whole 
frame of the character. Great attention is therefore bestowed upon 
the earlier parts of the course, such as spelling and pronouncing 
words, reading and defining, writing, drawing and calisthenics. The 
body needs culture and systematic activity quite as much as the soul, 
and we begin with making it the servant of the mind, and habituat- 
ing it to an unhesitating obedience. 

The course of study is planned to give information, to assist in self- 
control and discipline, and to promote culture and refinement. It is 
arranged in the order which ages have found to be the most profitable 
and philosophical. The earlier studies are elementary, and the later 
ones calculated for stimulating thought when it is growing to matui'ity 
and needs discipline in the proper directions. It is most emphatically 
urged on all students that they may make their arrangements to 
pursue each study in its order, to make thorough work of each, and 
not to overburden the mind, and body too, by a larger number of 
studies than they can carry. 



97 

Few things can be impressed upon the mind to more profit than 
rules like the following, and we earnestly request school officers, 
directors and county superintendents to aid us, and the friends of 
sound symmetrical education to reiterate the maxims: Be thoroughly 
grounded in the elements of knowledge, particularly spelling with 
readiness and correcti),ess; adding and multiplying numbers in all 
possible combinations, with electric speed and infallible accuracy; writ- 
ing a good hand easily read, and done with dispatch and neatness; 
drawing any simple figure, and singing. These things well learned in 
theory and wrought into practical habits, not only open the door to 
all fields of knowledge and art, but thej^ do go a long way toward 
making the highest attainments in scholarship and the sweetest gi'ace 
in all manners and behavior. This Normal University insists on them 
as both necessary and easily gained. 

Our rules of government are only fev/ in number and very geuei'al in 
their application. They are embraced in the Golden Rule: "Do to 
others as you would they should do to you."- It is expected of course 
that they include — 

1. Neatnesss of person and of dress. 

2. Purity of words and of behavior. 

3. Cleanliness of desks, books and roojns. 

4. €renteel bearing to teachers and fellow students. 

5. Punctuality every day and promptness in every duty, not to the 
minute only, but to the second. 

G. Respect for -all the rights of others in all things. 

7. Earnest devotion to work. 

8. Quietness in all movements. 

9. By all means be in school on the first day and remain till the 
last of every term. 

10. Obedience to the laws of love and duty. 

If the spirit of these things can be infused into the soul and 
wrought into the habits, each student will for himself grow in good- 
ness and truth, and for the state will be a power and a blessing. 



COURSE OF STUDY. 

The course of study has been arranged with two purposes in view — 
first to give a strictly normal course of training to fi.t teachers for 
the public schools, and second to give examples of methods of teach- 
ing. It therefore goes over the whole cariculum of school studies, 
from the alphabet to nearly the completion of a collegiate education, 
and gives especial attention to those branches which require the use of 
the observing and perceptive faculties, wither, t neglecting those which 
demand the use of the imagination and rea>on. Practical attention is 
devoted "to physics, chemistry, natural histci; -, surveying and language, 
and the student is not only taught to know but to do the work of 
the branches which he pursues. He is also required to give instruc- 
tion in all that he learns, so that when he begins his life work, either 
of teaching or laboring in a secular employment, he may not be 
wholly inexperienced in the very beginning of his career. 
7 



Q8 

The course of instruction also embraces lectures by the principal on 
the history and science of pedagogy, and on the methods both of 
learning aiul teaching. As the University is only in the fourth year 
of its life, it cannot show any very striking results; yet such has been 
its work that it can point with pride to the results as seen in our 
school and in tlie work done in the public schools of tlie vicinity by 
our graduates and pupils. 



99 



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PREPARATORY. 


NORMAL. 




STUDIES. 


First 
Year. 


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Year. 


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Year. 


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Year. 


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' '+' ' indicates time when study is pursued, "o, " optional 

Spelling, Writing and Dra'wing are carried on until the students are perfect and are 
excused. Vocal music is the same. 

Calisthenic exercises each day during the course. 

Military Instruction and Practice will be voluntary, and will occupy such times as may 
be found convenient . 

N. B. -^Classes in Methods of teaching Reading, Grammar, Arithmetic Geography and 
History are taught every year. All pupils who pledge themselves to teach are expected 
to enter these classes during their first year in the Normal course. 



101 
NORMAL SCHOOLS. 

The foregoing is the normal course. It embraces two large and 
thorough courses of study. One includes the classics, with provisions 
for elective German and French ; the other omits all the languages ex- 
cept the English, and both make an extensive study of the mother 
tongue. 

It substantially embraces a depai'tment of mathematics, of English 
language and literature, of art and elocution, of music, of drawing 
and calesthenics, of physics, of chemistry and astronomy, of history, 
of classical langnage, and of theoretical and practical teaching. 
The whole forms what is called the classical normal course, and se- 
lected studies make up the scientific normal course. 

Either is sufficient for practical purposes, and may prepare a teacher 
for the full work of teaching our public and high schools. 

PROFESSIOXa.L TEAIJs^ING COURSE. 

After careful consideration of the wants of schools in our section of 
the State, we have decided to adopt the following course of purely 
professional, normal or pedagogical study. This we do to bring the 
University even more completely than heretofore into the line of work 
which such schools or seminaries were originally and technically in- 
tended to perform. It will embrace the science and method of teach- 
ing in its application to all stages of education, in school and out of 
it ; commencing with infancy and the kindergarten, and going along 
with the child, the boy or the girl, the youth, the scholar, the col- 
legian and the professional student, it will embrace the eight grades 
of schools or learning, the home, the kindergarten, the primary, the 
intermediate, the grammar, the high school, the college and univer- 
sity or technological school. It will be conducted chiefly by lectures, 
examinations, observations, experiments and criticisms, and will be 
similar in many respects to what is called clinics in medical schools. 
The course will be three fold and may extend over three years, though 
if a student is fully prej^ared in the several branches of knoAvledge 
and can give his entire time to this, he may complete it in much 
less ; but if he is deficient in many, he may enter academy classes and 
bring them up. 

We propose to give in this course, just what a teacher needs to 
know, — the child — the school — the knowledges — the teacher — the methods 
of gathering, preserving and communicating — of classifying, .generaliz- 
ing, inferring, and deducing ; how to learn and how to impart. This, 
we think, teachers need to know after having acquired science. And 
added to this will be a history of education and its literature, as well 
as various systems of schools in other countries. . 

We have already had something of this in our post graduate year. 
We now propose to consolidate and enlarge and give opportunity to 
the one who desires the most thorough preparation possible for the 
teachers calling, both in the elementary and higher studies, to go over 
the whole range of pedagogical science. 

If a student comes to enter ou this course he should be able to pass 
an examination on all the topics required by law for a first grade cer- 
tificate, and to do this with mox'e thoughtfulness than is usually de- 



102 

maiidcMl. We state more definitely what this examination will be 
in order to admit one to enter on this course. This is done that the 
plan may be understood and that teachers may know how to prepare 
for it. 

KOR THK KIEST COURSE. 

1. In orthography tlie test will be one-hundred and fifty words se- 
lected from a daily newspaper printed in St. Louis or Chicago on. the 
day previous to the examination. These words to be dictated at the 
rate of five per minute and to be legibly written with due regard to 
the rules for capital letters. 

2. In writing, to write and pu3ictuate an advertisement and a para- 
graph of editorial or of news from the same newspaper, both dictated 
by the examiner .after the candidate has read them aloud. 

3. As a test of the ability to express thought, a composition will 
be asked of not less than thirty lines of legal cap, on a topic assigned 
at the time. 

4. In reading, ten minntes from one of the common school books 
and an oral statement of the sounds of the letters and the purposes 
and effect of pauses, accents and emphasis. 

5. In geography, the common definitions of terms, lines, circles and 
some general account of countries, especially the boundaries of the sev- 
eral states of the Union, moixutains, rivers, cities and railroads. To 
this should be added a few points of historical interest. 

6. In arithmetic, as far as roots with special attention to the rea- 
sons for the fundamental rules and principles of fractions, decimals, 
percentage and anah^sis. 

1. In grammar, etymology and syntax, definitions, etc., and a practi- 
cal use of correct sentences, including correction of errors. 

8. United States history should be known as to settlements, the revo- 
lution, the succession of presidents, and the wars. 

9. If to this could be added a fair practice of free hand drawing, 
the preparation would be considered complete. But this last can be 
learned with us. 

THE SECOJn^D course. 

This will require a preparation equal to that demanded for a state 
certificate. To show more clearly this work Ave specify : 

1, All the branches named above, and a higher test in composition, 
say an essay of three-hundred words on some school topic assigned by 
the examiner, to be prepared for the press. 

'2. Grammatical analysis of sentences and prosody, with the philoso- 
phy of the parts of speech and the etymology of words and an 
analysis of idioms. 

•3. Algebra as far as quadratics and binomial theorem and plane 
geometry. 

4. History of the United States with considerable minuteness as to 
the revolution and its principles and of the war of 1812 and of our civil 
war. Also the history of England in brief as to the period of dis- 
coveries and settlements, the revolution of 1688 and the reform bill of 
1832. 



103 

5. The several branches of natural history, as botany, zoology and 
physiology, with a fair degree of thoroughness. This should include a 
knowledge of definitions, classifications and ability to determine species . 

6. Natui'al philosophy and astronomy in their common principles 
and important applications, and chemistry so far as to be able to ex- 
pla,in the phenomena of combinations, and to analyze the salts of com- 
mon substances; and in addition the theory of electi'icity, heat and 
magnetisin. 

This examination will be a fair test of ability to acquire knowledge 
and to communicate information, and will prove the student's fitness 
to enter on and pursue the higher course of reading and lectures. 

THE THIRD COURSE 

Will add to its requirements for admission ability to translate Cicero 
and Virgil with clearness and grace; a knowledge of Latin grammar 
and trigonometry, surveying and logarithms. 

A'N EXTENSION OF SCHOOL WORK. 

The student will, while pursuing his work here, go over rhetoric, 
logic, and mental philosophy, with elocution and English literature 
and history. He will read Rosenkranz and other works on pedagogics. 
There will also be opportunity for chemical woi'k in the laboratory 
and for instruction and practice in taxidermy and preserving and 
mounting specimens. 

We offer this course as our contribution to professional education 
proper, and are ready to meet the demand for such a beginning of 
higher normal training. If young men and young women will come 
prepared to enter upon it we will do our utmost to supply them with 
means to acquire the science and skill to make them eminently fit to 
be teachers and leaders. 

POST GRADUATE YEAR. 

This will embrace a larger course of history, more of mathematics, 
political economy, criticism, field work in natural history, analytical 
chemistry, and dissecting and preserving specimens collected. It will 
also include courses of lectures on the above branches, and on the 
history and science of education. 

• • In all cases of graduation one year's work of teaching in the pre- 
paratory department, for one hour a day, will be required for a di- 
ploma. A certificate will be given for each year of study completed 
in consecutive order in this department. 

N. B. The following works are recommended for reference, and are 
considered essential to every teacher's library, viz: Webster's Un- 
abridged Dictionary; Lippincott's Gazetteer; Zell's or Chamber's Ency- 
clopedia; Hailman's History of Pedagogy; Miss Peabody's Kindergarten; 
Rosentranz's Science of Education, by Miss Brackett; Wickersham's 
Method's; The Teacher, by Abbott; Oswald's Etymological Dictionary; 
Hinton's Physiolog}^ for Practical Use; Sheldon's Object Lessons; 
Smith's Free Hand Drawing for Public Schools; Cleveland's English 
and American Literature; Smith's Classical Dictionary. Hayden's 
Dictionary of Dates, and Graham's Synonims, 



104 
' MILITARY INSTRUCTION AND PRACTICE. 

The trustees announce tliat tliey have obtaiiie*! the detail of IJrevet 
Captain Thomas J. 8])encer, U. S. A., nndei- an act of congress, as 
instructor of military instruction and practice. The value of some 
military drill and knowledge to every voter cannot be denied. But 
the facilities for obtaining anything like a fair practice in such dis- 
cipline in most of our villages are very small. It has been deemed 
best to give sonething of this, and under an able instructor and one 
familiar with all the details of military science and practice. Our 
halls and grounds afford opportunities for this work, and we have 
asked the necessary means of aiding our section of the state to learn 
in the best way something of the military art. The drill will not in- 
terfere v/ith any studies. Indeed it will rather give physical tone for 
all mental work in school, and when the student shall have gone 
from among us and taken his place in society it. will qualify him to 
lead in defense of the rights and duties of American citizens should 
ever an emergency occur. The following are the details of our plan 
so far as it can now be announced. 

In connection with the other branches of tiiition this department 
will aim to qualify graduates for the intelligent discharge of duty in 
any and all the active arms and administrative corps of the army. To 
this end there will be: 1st, regular stated drills in the infantry, field 
artillery and dismounted cavalry tactics, and theoretical instruction in 
mounted service, siege and sea-coast artillery drill, mortar practice and 
grand tactics; 2d, under the head of military administration and staff 
duties, a course of lectures will be delivered referring to the organiza- 
tion, equipping, marching, encamping and maintaining, in the most effec- 
tive manner, an army in the field. The organization of European armies 
will be considered in this connection. The relations of the staff corps 
to the line, and especially the organization and duties of the supply 
departments will be exhaustively considered^ and, with a view to make 
evei-ything intelligible, incerrogatories and discussions during lectures 
will be encouraged. Blanks will be used to illustrate the manner of 
rendering property accoitntability, and cadets will be admonished that 
the careful preservation of the material of war is indispensible to the 
proper discharge of a soldier's duty. As opportunity permits, officers 
of the army of known distinction in their respective cor^js will be re- 
quested to address the cadet battalion on the matters pertaining to 
their particular departments.. In this connection especial attention will 
be directed to the science and history of gunnery and to practical 
military engineering, and the cadet will be instructed practically in 
laying out field fortltications, .the use of implements and the work of 
an army laying or resisting siege. 

Field signal service will be made a study, and, with the approval of 
the chief signal officer, a meteorologtcal station will be established at 
the University building, and cautionary signals be displayed in ad- 
vance of approaching storms. On satisfactory assurances of the safe 
and careful custody of the signal signs, flags, etc., can be supplied to 
contiguous villages, where they can be displayed by the authorities on 
telegraphic warning from the department here. For protective pur- 
poses this arrangement would be of great value to farmers. 

Lectures on military law, and the occasional convening of mock 



105 

courts-martial will be employed to explain the organization and object 
of the bureau of military justice. 

Aside from fitting students to serve society as leaders when war de- 
mands their services, the military drills will be healthful recreation 
from mental labor, the knowledge acquired will be of great value if 
only as general information, and the discipline learned of incalculable 
benefit applied to any profession or calling after their school days are 
over. This course of military instructions can be imparted without 
at all interfering with other studies. 

1. Tactics, infantry, cavalry and artillery. 

2. Military law and practice of courts-marshal. 

3. Field signal service. 

4. Lectures on army organization and functions of the staff. 

5. Practical and theoretical instruction in field fortifications. 

6. Grand tactics and strategy. Relation of tactics to topography. 

7. Science of gunnery. 

The hours for instruction in the foregoing will be announced in due 
time. 



FACILITIES FOR INSTRUCTION. 



MUSEUM AND CABINET. 

In the mansard story, a large well lighted room is set apart as the 
museum, and ■ is supplied with elegant center and wall cases of best 
design and finish for display of sjjecimens. 

The cabinets of minerals and rocks are large, varied and amply suf- 
ficient for the practical work of the student. He will find the zoo- 
logical and botanical cabinets, comprising thousands of specimens from 
land and sea, an invaluable aid in his studies in natural history. 

The. normal respectfully solicits its friends and the friends of edu- 
cation to aid in building up a museum worthy of southern Illinois. 

Specimens of minerals, birds, insects, and other animals, of plants, 
also Indian relics, such as stone axes and pipes, disks, spear and ar- 
row heads, and pottery, will be thankfully received. 

Specimens should be boxed carefullj'- and sent by express, unless too 
heavy, in which case they may be forwarded as freight. 

The full name of the donor should not be omitted. 

CHEMICAL, PHILOSOPHICAL AND ILLUSTRATIVE APPARATUS. 

The University possesses the most complete and expensive set of ap- 
paratus in the state south of Chicago, with the sole exception of that 
of the industrial university at Champaign. 

It can boast of a good physical and chemical apparatus, including a 
newly purchased spectroscope, a Holtz's induction electrical machine, 
a compound microscope, an air pump with its usual accessory attach- 
ments. Also an oxy-calcium sciopticon, with views of scientific sub- 
jects. The chemical department is supplied with a working labora- 



106 

tory with a full set of reagents, where students are given practice in 
qualitative analysis of salts, waters, oils, etc. 

The astronomical department has a telescope of sufficient power to 
show the rings of Saturn, a celestial indicator to illustrate the various 
plienoraena of the heavens, and other apparatus pertaining to as- 
tronomy. 

The mathematical department has a fine surveyor's transit, which the 
classes in trigonometry and surveying are required to use constantly. 

LIBKAKY AND WORKS OF REFERENCE. 

The University has a complete list of works of reference, cyclopedias, 
biographical and pronouncing dictionaries, gazetteers, atlases, etc., which 
are placed in the study hail, so that students may at any time consult 
them. 

The library proper occupies a spacious room in the third story, and 
is well furnished. The library contains about .5,000 carefully selected 
volumes, including a professional library for teachers. 

BOOK-KEEPING AND DRAWIN(4. 

Students are thoroughly drilled in all practical book-keeping, so that 
they may be competent to give instruction in this useful branch of ed- 
ucation. 

Free-hand drawing, an art now considered as almost indispensable to 
the professional teacher, is taught, Avith a view of rendering it most 
highly practical to the student. 

LECTURES ON MORALS AND VIRTUE. 

At their last annual meeting, the trustees ordered that a course of 
lectures on morals and virtue be established under the direction of the 
principal and faculty. These lectures will be Sunday afternoons in the 
normal hall, and the lectures will be given by the different members 
of the faculty. The students will be expected to attend as a part of 
the regular instruction of the University. 



CONDITIONS OF ADMISSION. 

To be entitled to admission in the normal department, a lady must 
be sixteen years of age, and a gentleman seventeen. They must be of 
good moral character, and a certificate to this efl^ect will be required. 
To enjoy the privilege of free tuition, they must sign a certificate 
promising to teach in the schools of Illinois three years, or, at least 
as long as they have received gratuitous instruction. They are to pass 
an examination either before the county superintendent, or examiners, 
or before the faculty of the University, such as would entitle them to 
a second grade certificate, and they must agree to obey all reasonable 
requirements, as to order, promptness, cleanliness and genteel behavior. 



EXPENSES. 

To those who sign the above named certificate, tuition is gratuitous, 
but there may be a fee charged for incidentals, at present not exceed- 
ing three dollars per term of fifteen weeks, and two dollars for term of 
ten weeks. Tuition in normal department nine dollars and six dollars; 
in the preparatory department six dollars and four dollars. 

Board can be had in good families in Carbondale, at rates varying 
from three dollars to five dollars per week, and by renting rooms and 
self -boarding, or by organizing clubs, the cost may be largely re- 
duced, perhaps to one dollar and fifty cents per week. Books are sold 
bv the several book stores at reasonable rates. 



SUGGESTIONS. 

We do most earnestly and affectionately recommend to all our stu- 
dents, and to those who may be in charge of them, or who have in- 
fluence over them in any way, by advice or authority, that they fix it 
as a rule never to leave the institution before the end of a term, 
and, if possible, that they complete a full year. Fragments of an ed- 
ucation are indeed of much worth, just as the fragments of a diamond 
are valuable. But how much more profitable are they when united. 
The price of the diamond increases as the square of its weight. Hard 
study for a week, or a day, or even an hour is worth a vast deal; but 
a full course of several years is largely enhanced in value. Do not be 
absent from the school for a day. The regular calisthenic exercises 
will give you health for consecutive study, and by habitual application 
you will acquire facility for labor, and you will accomplish more than 
you would have believed. 

We certainly shall not grant diplomas to those Mdio are absent often, 
and who do not finish CA^ery examination, both written and oral. One 
of the values of a course of study is that it represents years of honest, 
punctual labor. 



LOCATION, ETC. 

Carbondale is a city of 2,500 inhabitants, healthful and beautiful, 
with a refined and cultured people. It is easy of access and offers in- 
ducements for board and social advantages beyond most other places. 
It has, perhaps, fewer temptations to idleness and dissipations, and 
combines religious and educational privileges, in a degree greater than 
the average of towns and cities. Parents may be assured that their 
children will be as safe as in any school away from home; and 
scholars may come here and be certain that economy and industry will 
be respected and assisted by all the surroundings of the locality. The 
Illinois Central, the Carbondale and Grand Tower, and the Carbondale 
and Shawneetown railroads, afford ample facilities for convenient access. 



108 

LITERACY SOCIETIES. 

The students liiive organized two literary societies for purposes of 
mutual iniproYcnient. They are, ''The Zetetic Society," and the 
"Socratic Society." They meet every Friday evening. I'hese afford 
one of tlie best means of culture, disci])iiue and instruction in tlie 
practical conduct of business. They liavc commenced the foundations 
of libraries, and deserve the countenance and patronage of all the students 
and their friends. 



CALENDAR OF 1878-79. 

Commencement for 1878-79— May '20th, 1879. 

Fall term begins Monday, September 9th — Ends Friday, December 20th, 
fifteen weeke, 1878. 

Holiday recess begins December 21st, and ends January 6th, 1879. 

Winter term begins Monday, January 6th, 1879, ten weeks. 

Winter term ends March 14th, 1879. 

Spring term begins March. I7th, 1879, ten weeks. 

Examination for the year begins May 26th, 1879. 

Annual commencement, May 29th, 1879. 





THIRD BIENNIAL KEPOKT 






OF THE 








TRUSTEES 








OF THE 




SOUTHERN 


ILLINOIS NORMAL 


UNIVERSITY, 






AT 


• 




CARBONDALE, JACKSON COUNTY^ 






MADE OCTOBEH 1, 18TS, 




1^0 


ITIS EXCELLENCY, THE (GOVERNOR 


OF ILLIXOIS, 






18^7 jK^asrr) 1878. 








SPKINOPIRLT): 






w 


KIIKU, M.VntE & Co., PUINTKKS KOI! 'I'IIH; t' 


<TATK,. 






1878. 





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